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University of Texas Bulletin 

No. 1842: July 25, 1918 


PLAY AND ATHLETICS 

CARE OF THE BODY; PLAYGROUND, GAMES, AND EQUIPMENT; 
ATHLETIC CONTESTS; ORGANIZATION OF MEETS, 
LEAGUES, ETC. 


Issued by tbe 

Division of School Interests 
Department of Extension 



Published by the University six times a month and entered as 
second-class matter at the postoffice at 
AUSTIN, TEXAS 



Publications of the University of Texas 


Publications Committee: 


R. H. Griffith 
3f. L. Henderson 
I. P. Hildebrand 
E. J. Mathews 


F. W. Graff 
J. M. Bryant 
D. B. Casteel 


.Frederic Duncalf 


The University publishes bulletins six times a month, so num¬ 
bered that the first two digits of the number show the year of 
issue, the last two the position in the yearly series. (For ex¬ 
ample, No. 1701 is the first bulletin of the year 1917.) These 
comprise the official publications of the University, publications 
on humanistic and scientific subjects, bulletins prepared by the 
Department of Extension and by the Bureau of Municipal 
Eesearch and Reference, and other bulletins of general educa¬ 
tional interest. With the exception of special numbers, any 
bulletin will be sent to a citizen of Texas free on request. All 
communications about University publications should be ad¬ 
dressed to the Chairman of the Publications Committee, Uni¬ 
versity of Texas, Austin. 



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University of Texas Bulletin 

No. 1842: July 25, 1918 


PLAY AND ATHLETICS 



CARE OF THE BODY; PLAYGROUND, GAMES, AND EQUIPMENT; 
ATHLETIC CONTESTS; ORGANIZATION OF MEETS, 
LEAGUES, ETC. 


Issued by the 

Division of School Interests 
Department of Extension 





The benefits of education and of 
useful knowledge, generally diffused 
through a community, are essential 
to the preservation of a free govern¬ 
ment. 

Sam Houston 


Cultivated mind is the guardian 
genius of democracy. ... It is the 
only dictator that freemen acknowl¬ 
edge and the only security that free¬ 
men desire. 

Mirabeau B. Lamar 





CONTENTS 


Page 


Preface ... 5 

Chapter I. Introduction. 7-18 


Part 1—Physical Education. 

Definition, 7—The need of organized play, 7-8—The value 
of athletics, 8-13—How can teachers help? 11-13—A 
word to the high school athlete, 13-14. 

Part 2—Athletics For All. 

General activity necessary, 14-17—What the war has re¬ 
vealed, 17-18. 

Chapter II. Developing the School’s Athletic Resources. .19-26 

Part 1—Essentials of an Athlete. 

Food and drink, 19-20—'Cigarettes, 20—Exercises, 20- 
21—Rest, 21-22—Bathing, 22—Clothing, 22. 

Part 2—Mass Athletics. 

Encourages all pupils to enter, 22-25—Scoring results, 
25-26. 

Chapter III. Track and Field Events.27-43 

Part 1—The Different Events. 

Running, 27-28—Relay races, 29-31—Hurdle races, 31- 
32—Three-legged race, 32—Potato race, 32—Running 
high jump, 32-33—Standing high jump, 33—Running 
broad jump, 33-34—Standing broad jump, 34—Hop-step- 
jump, 34—Pole vault, 35—Putting the shot, 35-36—The 
discus, 36—Baseball throw, 36-37. 

Part 2—The Training of Young Athletes. 

Begin training early,- 3-7—Care at the first of the season 
for track work, 37-38—Warming up, 38-39—Training the 
runners, 39-40—The field events, 40-41—Conditioning, 
41-43. 

Chapter IV. Miscellaneous Games.44-70 

Relay races, 45-47 and 60-64—Tug-of-war, 47—Volley 
ball, 47-49—Various other ball games, 49-55—Stunts and 
combats, 55-57—Combat games, 57-60—Pass ball, 64-66. 
Games Classified for Departments. 

Primary and kindergarten, 67—Grammar school, 67- 
69—High school, 69-70. 

Chapter V. Tennis.71-76 

Present interest, 71—Tennis etiquette, 71-73—Books, 73 
—Organization, 73-74—Suggestions, 74-76. 







4 


Contents 


Chapter VI. Athletics For Girls.78-79 

Value for girls, 78—Games for girls by grades, 77-79. 

Chapter VII. Conduct of an Athletic Meet.80-86 

Organization, 80—A county meet, 80-82—Laying off an 
athletic field, 82-84—Equipment for athletic meets, 84- 
86—A few definitions, 86. 

Chapter VIII. Playground Equipment., .87-109 


Planning a playground, 87-91—Equipping a playground 
at least cost, 91-93—Tools needed, 93—General sugges¬ 
tions, 93-95—The slide, 95-97—The swings, 97-98—Giant 
stride, 98-100—Horizontal ladder, 100—Horizontal bars, 
100-101—Vaulting bar, 101-102—Parallel bars, 102— 
Traveling rings, 102-103—The athletic frame, 104—Ma¬ 
terials needed, 105-107—Apparatus made of wood, 108- 
109. 

Bibliography .110-114 

Athletics, 110-111—Miscellaneous games, 111—Play and 
playgrounds, 112—Folk dances and games, 112-113— 
Physical education gymnastics, etc., 113—Supply houses 
for playground apparatus, 113—Dealers and makers of 
athletic medals and badges, 113-114—Dealers in athletic 
goods, 114. 






PREFACE 


The purpose of this bulletin is to assist members of the Uni¬ 
versity Interscholastic League in organizing and conducting 
contests, in training athletes, and to help in matters of physical 
education and playground activities generally. The Constitu¬ 
tion of the League provides for county and district contests, 
and a final meet in athletics, debating, declamation, spelling, 
and essay-writing at the University of Texas. The detailed 
rules governing athletic contests are given in the bulletin con¬ 
taining the Athletic Rules of the League, hence they are not 
-repeatd here. 

The annual membership fee for each school in the League is 
$1.00, $2.00 and $3.00 according to the size of the school. This fee 
should be sent to E. D. Shurter, Chairman, University Station, 
Austin, Texas. Payment of the fee entitles a school to enter 
both the public speaking and the athletic contests, and to receive 
loan libraries and the special bulletins prepared for the assist¬ 
ance of schools in training for the contests. 

Besides this Bulletin, each member of the League will receive, 
free on request, four copies of the bulletin on the subject for 
debate in the League, six lists of words for spelling, and also 
one or more copies of the bulletin on Literary Societies, Debat¬ 
ing, etc. A. copy of the bulletin containing the Constitution of 
the League will be sent on request to any person in the State. 





Masonic Home Track Team, Fort Worth—Champions 1918 




























































































































I 


INTRODUCTION 
Part I. Physical Education 

BY. A. J. ROBINSON, 

Principal of the Marshall High School 

Physical Education .—You are doubtless acquainted with the 
present-day crusade in behalf of physical education. It is not 
a fad, but a serious-minded effort on the part of educators and 
leaders the country over to stave off what ex-President Chas. W. 
Eliot of Harvard University says is the gravest danger which 
threatens us as a nation—the dissipation of our physical ener¬ 
gies. Educators are agreed that the nation of the future will 
be the one which takes the most intelligent care of the body. 
The more complex our civilization becomes, the greater the ner¬ 
vous strain under which people have to live; hence the more 
urgent it is that we do something to make the nervous organism 
more capable of enduring the strain. Physicians are stressing 
the point that the best way to check tuberculosis, typhoid, and 
similar diseases, is to build up the lungs, heart, and general 
vitality while young. Any scheme of education, therefore, or 
any school, which neglects the bodies of its pupils, fails in the 
most important matter of all. The aim of education, nowadays, 
is to make men and women efficient; to make them capable of 
doing useful work well and to take pleasure in so doing. They 
will find this impossible, in the long run, however well trained 
they may be in other respects, unless they are effi dent physically. 

Physical education has many phases, but most of them are 
subserved by intelligent use of play and athletics. In fact, 
these are the two chief directions which the growing movement 
for more careful physical training has taken. 

The Need of Organized Play .—One of the most marked fea¬ 
tures of recent educational progress has been the renewed em¬ 
phasis placed upon the importance of directed play. Not alone 
from the standpoint of physical training, but from the stand¬ 
point of mental and especially of moral and social qualities, is 
play now recognized as not only necessary but essential. Social 


8 


University of Texas Bulletin 


workers, teachers, judges of juvenile courts, in fact every one 
who deals intelligently with growing youth, must give atten¬ 
tion to the play-loving instinct. They must provide oppor¬ 
tunity for its exercise and see that suitable environment and 
direction be given so that the desirable tendencies are encour¬ 
aged and the undesirable are checked. Furthermore, it is a 
great mistake to suppose that children in the country, who get 
physical -exercise from work on the farm, do not need to play. 
They need not only to play more than they do, but to play better. 
They need, more than do city children, the socializing influence 
and the sense of team work that properly directed play will give 
them. They need play in order to counteract the feeling of iso¬ 
lation of the country, and the consequent distaste for country 
life. 

The Value of Athletics .—Athletics are to adolescent boys and 
girls what play is to smaller children. The essential feature of 
athletics is the element of contest. In the athletic contests of 
youth are developed the powers necessary for the harder con¬ 
tests of later life. To deny virile youth the opportunity of 
athletics is to make that youth less virile and force it to find other 
and less desirable means of satisfying the athletic impulse. To 
permit athletics to take care of themselves, as many teachers 
do, is to miss the greatest possible opportunity for instilling the 
right social ideas and for building character. 

City superintendents, principals, and schools boards have been 
slow to recognize the immense importance of taking hold of the 
athletic problem of the high school, except in the most haphazard 
fashion. Possibly even worse conditions have obtained in the 
village and rural schools. In the present day, however, live 
teachers arejio longer ignoring athletics as being without educa¬ 
tional value, nor are they indifferent to the many evils resulting 
from loose control; but since some few teachers and many 
patrons and trustees fail yet to realize that anything but harm 
can come from high school athletics, the following article, by 
Superintendent J. F. Kimball of the Dallas City Schools, pub¬ 
lished some years ago in the handbook of the State Interschol¬ 
astic League, is reprinted here, with Mr. Kimball’s permission. 
Particular attention is called to the emphasis placed upon the 


Play and Athletics 


9 


importance of strict control of athletics in the high school by 
responsible authorities: 

“ Nearly twenty years ago, the writer raised his voice in a 
state gathering of teachers to urge the encouragement of high 
school athletics in Texas as an integral part of high school work. 
At that time his youth and its interests lay so close behind him 
that he spoke from the viewpoint of the student rather than of 
the pedagogue. The years that have passed since that time, 
bringing a rather wide observation and study of school condi¬ 
tions and practices throughout the nation, have tended to in¬ 
crease rather than diminish his appeciation of the value of high 
school athletics as a factor during adolescence for the develop¬ 
ment of the best and sturdiest qualities that go to make manly 
men. During these years he has seen scores of high school boys 
learn on the athletic field the indispensable life-lessons of self- 
mastery and self-restraint, of subordination of impulse to pur¬ 
pose, of tact and poise essential to leadership, of that infinite 
attention to detailed knowledge of the game and of the traits of 
the various members of the team requisite to team-discipline and 
esprit de corps , of the acceptance of leadership as a responsi¬ 
bility rather than a personal honor. A widow urged to insist 
on her boy’s playing football said she feared he might break his 
arm; ‘Madam,’ was the rejoinder, ‘it is better for your boy to 
break his neck in sturdy manly play than to become the soft- 
fibred spineless creature that wealth and petting wt'I soon make 
of him, unless sturdier motives are brought into his life-pur¬ 
poses.’ For high school teachers, ability to direct boys wisely 
and efficiently on the athletic field stands next in value to 
teaching power and scholarship. In many cases this ability to 
make himself worth while to the students in an athletic way 
more than doubles his teaching opportunities, if not his teaching 
power. But the value and popularity of athletics for high 
schools is too well recognized in Texas today to need any voice 
raised in a plea therefor. 

“Two grave dangers threaten the best interests of high school 
athletics in Texas today. The first is one that has seriously 
harmed athletics in American colleges and universities, namely, 
that active part in actual athletics is shared by comparatively 


10 


University of Texas Bulletin 


few of the boys of the schools, that the interest taken by the rest 
of the stndent-body is only that of interested but non-participat¬ 
ing onlookers. This, more than any other influence, has hurt 
and mis-shaped college athletics, and its harm will be more dead¬ 
ly in the high school. In the schools of ancient Greece every 
youth took part in the athletic games, not that he might win, but 
because the State was concerned that each citizen should be 
sturdy and virile; in nervous America the need of a sturdy 
physique for each youth is many fold greater. High school 
athletics shall be justified and prosper according to the measure 
in which the many rather than the few find part and develop¬ 
ment therein. 

“The second danger is that through inertia or lack of con¬ 
structive vision among the teachers the athletic interests of the 
high schools shall lack proper ideals, guidance and management. 
In some schools the coaching and the business management of 
athletic affairs is turned over to chance comers from the out¬ 
side, or to the unguided efforts of enthusiastic students who 
have no inkling of the educative possibilities involved. Per¬ 
sonally, I would feel that our high school was losing less of its 
opportunities for valuable service to its youth if we were to turn 
over the department of mathematics or science to the uncoun¬ 
selled devices of the students and their chance friends than if 
we were to neglect any phase of the administration of its ath¬ 
letic affairs. The best business manager that a high school team 
can have is the principal of the high school; possibly some other 
member of the faculty might be delegated because of special 
fitness, but control of the athletic activities is one of the essen¬ 
tial functions of the principal’s administrative duties to his 
high school. In all cases the coaches should be men on the high 
school faculty, chosen for the faculty because of their scholar¬ 
ship and their ability to train for red-blooded manhood of brain 
and muscle. This was recognized last year by Boston and put 
in force, though tardily enough, by special resolution of the 
School Committee of that city. The assignment of faculty mem¬ 
bers to the various student activities outside the classroom, such 
as debating, chorus work, basketball, football, baseball, track 
team, etc., should be as definite a part of the school regime as 


Play and Athletics 


11 


are the assignments to classroom work in algebra, Latin or 
cheihistry. The part of the teacher is not to dictate but to in¬ 
spire and encourage, not to do the work but to counsel and form 
high ideals of athletic chivalry and courtesy, to teach not only 
how to play the game, but also how to play the man, even in the 
face of defeat or foul play, to give concrete, vital, work-a-day 
example to the sentiment expressed by a spirited picture that 
hangs in the boys’ dressing-room of the Temple High School; a 
football team trotting onto the gridiron in their harness, eyes 
steady, faces tense, courage high, hundreds of spectators in the 
background; underneath in bold letters this legend: 

‘Go, lose or conquer as you can— 

Be each, pray God, the gentleman.’ ” 

How Can Teachers Help f—How can teachers help in develop¬ 
ing play and athletics along right lines? Many of those who 
have little or no opportunity for special training in the subject 
will no doubt feel more or less helpless when it comes to organiz¬ 
ing a movement for bettering conditions in their respective 
schools. Supposing that you are one of these teachers, let us 
see what you can do. 

1. In the first place, you can give just a little attention to- 
the study of the subject; you can read one or two good books, 
such as Sargent’s Physical Education, so that you will have an 
adequate idea of the various problems involved. You can famil¬ 
iarize yourself with the practical pointers and suggestions as to- 
training, management of various contests, etc., to be found in 
this bulletin or in similar pamphlets. 

2. You can learn a few simple games suitable for different 
classes of pupils, such as Volley Ball, End Ball, Group Relay 
Racing, Three Deep, Potato Race, etc., and seek to enlist every 
pupil in school in some form of outdoor athletics. In this way 
it will be seen that athletics are for all, and not merely for the 
chosen athletes, and there will be less objection to school athletics 
on the part of parents. 

3. You can find somje individual in the community who has- 
had experience in athletics and who will be giad to co operate^ 
with you in furthering legitimate athletic interest. You can„ 


12 


University of Texas Bulletin 


through the press, through personal talks, and indirectly through 
the pupils, obtain the co-operation of the parents. The latter 
will be glad to help when they see that you are using athletics 
as a means, and not as an end in themselves. 

4. You can help by insisting upon gentlemanly conduct on 
the part of players, and urging the player to take a proper 
view of honor in athletics. You can get in touch with other 
teachers and co-operate with them in promoting friendly rela¬ 
tions between contesting teams. Yuu can thus do much to teach 
your pupils to take defeat manfully, to play the game fairly, and 
to treat officials with proper respect. There seems to be a gen¬ 
eral looseness among the schools, in this particular, and it is a 
point which needs very great attention. If our athletic contests 
promote hostility rather than friendliness between the contesting 
teams, it is perhaps better not to have them. There is no good 
reason, however, why this should be. With united effort on 
the part of teachers, where the spirit of true sportsmanship 
prevails among them, it will not be the case. But it is impossible 
to cultivate true sportsmanship among the pupils, if teachers 
themselves do not possess it. Every effort should be made to 
treat visiting teams as real guests, and to make the conditions 
of the contests just as favorable for them as for the home team. 
On the other hand, a visiting team should be encouraged to 
accept what they get without complaint, and not to be too ready 
to suspect officials or others of unfairness. It is only by co¬ 
operation among teachers and other officials along these lines 
that many of the worst evils now attending interscholastic con¬ 
tests will ever be destroyed. 

5. You can see to it that your school becomes affiliated with 
the University Interscholastic League, an organization that 
stands for clean athletics and better playground conditions for 
all the schools of Texas. 

See that the eligibility rules of this league are enforced in 
your own school. Do not be too quick to suspect some other 
school of looseness in this respect. The most pressing need for 
high school athletics at .present is a strict enforcement of the 
eligibility rules. And the place to begin is at home, and not on 


Play and Athletics 


13 


our neighbor’s team. Let your school run the athletics, and do 
not let athletics run your school. 

A Word to the High School Athlete .—You are, let us say, 
trying to make the football, basket-ball, or some other athletic 
team that will represent your school in coming contests. You 
have never made the team before, but you have hopes of that 
honor this year. Or, it may be, you are one of the old guard, 
and you are expected to be one of the mainstays of your team 
this season. In either case, there are just three things that you 
need to bear in mjnd in order to make your athletic career a 
success. Without these three things, it will be a failure, no 
matter how many champion teams you happen to belong to. 
First, consistent effort and determination, coupled with a care¬ 
ful study of the points of the game as given you by the coach and 
the printed rules; second, careful and regular habits of exercise, 
eating, sleeping, and the observance of the other well-known 
laws of health, so that you will always be physically fit and will 
not permanently impair your health by sudden and violent ex¬ 
ertion of the strenuous games because you are not prepared for 
them,; third, true sportsmanship. Without the first essential 
mentioned, you will, should you make the team, frequently mar 
your play at critical stages simply because you did not take the 
trouble to heed the advice of your coach or because you had not 
acquired the habit of putting the very best effort into every¬ 
thing you undertook. Without the second essential, Which in¬ 
cludes clean living in every respect, you will some day enter a 
game only to find that you have dissipated your energies one 
time too often, and the necessary push required to lead you to 
victory is consequently lacking. You will some day meet an 
opponent who has trained more carefully, lived more closely by 
the simple laws of health than you have, and who will therefore 
possess just a fraction more of strength or skill or nerve than 
you can muster, and the coveted honor will go from you. Or, 
what is much more important, you will find, after the excite¬ 
ment of your athletic career is over, that you have weakened 
your physical powers in spite of all your athletics, and that you 
are unable.to stand the physical strain of the bigger contest of 
life. It is more important for you to build up a sound body 


14 


University of Texas Bulletin 


than to win athletic contests, and from the standpoint of phys¬ 
ical training the practice of keeping yourself always physically 
fit and of avoiding harmful habits is of more importance than 
the actual games you play only once in a while. In fact, the 
latter, if they are very violent, will do you harm instead of good 
unless you are prepared for them. 

True sportsmanship is the finest lesson you can learn from 
your athletics. There is nothing more inspiring than to see a 
team of boys fighting their best against odds in an athletic game, 
and yet keeping their temper and manliness as well as their 
heads, and meeting defeat with no feeling of bitterness for their 
opponents. Play the game according to the rules, catch the spirit 
of true sport, and do not complain of officials or opponents at 
every opportunity. Victory is not worth the price, if, to win it, 
you must lose your self-respect to the extent that you will cease 
to be fair or courteous to the other fellow. A defeat is 
sometimes better than a victory if you take it in the right spirit; 
you must learn how to lose as well as how to win. 

Athletics for All 

BY GROVER HARTT, 

Assistant Director of the University Interscholastic League. 

There was a time, in no very distant past, when very few peo¬ 
ple were interested or concerned in any way with any branch 
of athletics. In the more recent years, however, there has been 
an enlargement of the field of athletic sports and a somewhat 
increased interest in this phase of education. But even today, 
interest is by no means what it should be. 

What we must do is to get all the people to realize what the 
value of physical training is. Educators have caught the vision 
of a more comprehensive education; psychologists and doctors 
of medicine have laid down the law that mental development 
depends more or less on physical growth, physical strength, and 
physical qualities; and the history of certain nations tends to 
prove that it is but wisdom for a nation to look well to the 
physical development of its people. 

Not only is the physical body the fundamental basis for the 
intellectual growth, but it is also the foundation for moral char- 

































































































































































16 


University of Texas Bulletin 


acter. Statistics of prisons show conclusively that most of the 
criminals of the country have had some physical defect. 
Prison reform movements and reformatory school education, 
which is largely physical, show by example that to cure the 
physical defect also cures the criminal’s moral nature and makes 
him a desirable citizen. Teachers have learned, many by experi¬ 
ment, that games and play for all pupils at recess and after 
school hours solve the problem of discipline. 

All this now shows that there is a very close relation—that 
there is an inter-relation of man’s three natures. It shows 
furthermpre that the physical is essential to both the others. 
So fundamental is the physical development that the .effort to 
organize and perfect an educational system without the incor¬ 
poration of physical education has always seemed to the writer 
like an effort to build a house without a foundation. 

Some superintendents and trustees of schools have taken the 
lead by making provisions in their school systems for 
athletics. Not much has been done yet along this line except to 
open the door to volunteers. Since there must be a physical 
basis for the intellectual and moral growth, it would be the part 
of wisdom for all school boards to require regular drills, 
exercises, or classes for the development of the body, the same 
as they require for grammar, arithmetic, reading, etc. As a 
result, greater progress would be made along all lines. 

Our present system of athletics will not yield the best results. 
It is not general enough. It reaches only a few. We should 
have a system that is comprehensive. Under present condi¬ 
tions, we seek to win too much to the neglect of playing for 
fun and actual development. As a result of our enthusiasm 
for victory, we place the strongest, most physically fit specimens 
that we can find, on our teams. The one who needs physical 
training least of all gets most; the one who needs it most of all 
gets least. 

The great fault to be found with most of our games is that 
they are too exclusive. Volley ball has been ecouraged as much 
as possible, for a large number can engage in the game. Let 
every play director and teacher adopt the slogan of “Athletics 
for All.” Mass athletics is suggested as the best possible remedy. 


Play and Athletics 


17 


For a clear explanation of mass athletics see article by Mr. C. J. 
Crampton on p'age 22 of this bulletin. 

When our nation was called to war so suddenly in 1917, a 
chance was given to find what the status of physical manhood 
was in this country. Men were called up before examining 
boards for physical test to see whether they were fit to do service 
in the army or navy as the case might be. 

These examinations showed that more than fifty per cent, 
of our young men were rejected as physically unfit for 
military service; in many localities, the percentage was as high 
as seventy-five per cent, and possibly in some places even higher. 
One official news item: issued by the government states that out 
of 1,300,000 volunteers for army and navy service since war 
was declared, but 448,859 were found physicially qualified, the 
rejection rate being sixty-six per cent. There has possibly 
been some relaxation of standards since the beginning of the 
war, but one writer has said if the rejections after the try-out 
at the training camps does not go above fifty per cent, we will 
be fortunate. The report of the Surgeon General of the Navy 
for 1916 shows that out of 106,392 applicants (under age of 30) 
for the navy seventy-five per cent, were rejected. The same 
percentage of rejections was made in a body of over 3,400 boys 
applying for admittance to the Naval Academy. 

Most of our expert physical directors recommend play and 
athletics as a remedy for this very serious physical condition 
in our nation. We had led ourselves to believe that our people 
were all right physically, for more people engaged in athletic 
sports today than ever before. That is true. But two things 
seem to have been overlooked: 

“ (1) The number engaged in athletic sports and physical 
development has not increased in proportion to the popula¬ 
tion as a whole; 

“(2) The piece-producing machinery of this age which 
has taken the place of the large-muscle activity in pro¬ 
duction has caused a physical deterioration in our man¬ 
hood in the factory, on the farm, etc.” 

One writer has said that all this physical unfitness of Amer-* 
ica can be remedied most easily by beginning in the school. 


18 


University of Texas Bulletin 


England and France have reached the same conclusion in their 
hour of need for men, and now the Minister of Education in 
England declares pathetically that it shall never be said again 
that it is not until they are needed for the terrible uses of war 
that any care is taken of the mass of the youth of the country. 


II 


DEVELOPING THE SCHOOLS ATHLETIC RESOURCES 
Part I. Essentials op An Athlete 

Care of Che Body .—The care of the body is the all-important 
thing. To win contests, the body must be kept in condition. 
That means attention to the following essentials of health: 

(a) Food and Drink .—In matters of food, every one must be 
his own physician. What is good for one may not be good for 
another. You should find out what agrees with you and what 
does not, and eat accordingly. Do not be afraid to eat plenty 
of good food although you may find that a little dieting will 
do you good, especially before a contest. If you are troubled 
with indigestion, dieting will aid nature, but dieting will not re¬ 
move fat, as some people suppose. It takes exercise to do that. 

To promote good digestion, avoid an undue amount of pastry 
and sweets. Avoid also an excessive meat diet. Be agreeable at 
the table. Avoid any unpleasantness anywhere, but especially 
at the table. Do not eat when tired, and avoid any hard work, 
either mental or physical, directly after eating. Do not eat 
hastily, nor at all times of the day or night. Be regular, and 
take your time. If you are troubled with biliousness, it is proD- 
ably due to over-eating, or the consumption of animal fats that 
are difficult to digest. A good remedy is to change your diet, 
and not eat so much. Learn from the textbook on physiology 
and hygiene the food values of various articles of diet, such as 
brain food, heat-producing food, and muscle-producing food, and 
then try to suit your diet to include the better class of each kind 
of food, including mure of the kind which you seem to stand 
most in need of:. 

As to drinking, it is unnecessary to say anything about intoxi¬ 
cants, when every child knows their injurious effects. Generally 
speaking, coffee and tea would better be left alone, if one wishes 
to make a strong, healthy, long-lived man or woman. But some 
people do not seem to have any trouble from these stimulants, 
when taken moderately. It is safe to say, however, that for a 
growing boy or girl coffee and tea will do no good and will be 
likely to do much harm, especially if one engages in athletic 


20 


University of Texas Bulletin 


contests where strong hearts and steady nerves are required. 
Most of the drinks sold at soda fountains are not injurious in 
themselves, but they are very injurious when taken to excess, 
as is too often the case. A glass of water before breakfast will 
be found a fine thing for the digestion. As to drinking cold 
water, milk, etc., opinions differ, but the majority are against 
drinks that are more than moderately cold. A cold drink may 
not harm a stomach of strong vitality but may do much harm 
to one of low vitality. Contestants often drink too much cold 
water during a contest. This is very bad, not only for its perma¬ 
nent effect, but it renders the contestant incapable of putting 
forth his best effort at this time. 

(b) Cigarettes .—You have read in the text book and you 
have heard people preach to you about the harm of cigarettes, 
but did it ever come home to you ? You are now thinking of try¬ 
ing for the track team,. You know, and everybody knows, that 
cigarettes weaken the heart. You know, also, that to win where 
there is much competition, you must have a strong heart. What 
will you do? Continue to use cigarettes, or be sensible, self- 
respecting and manly, and “cut them out”? It is up to you. 

Every successful athlete, whether track man, baseball player, 
pugilist, or any other kind, in the world will tell you that ciga¬ 
rettes will shorten your wind, sap your vitality, weaken your 
heart, in fact ruin your chances of success. Every trainer will 
tell you the same thing. No prize-fighter would think of going 
in to train for a championship match without abstaining from 
cigarettes. It would be well for every high school athlete to read 
the words of Jess Willard or of John L. Sullivan about the use 
of tobacco and especially of cigarettes. There can be no ques¬ 
tion that these men know what they are talking about. You may 
be a fairly good runner, jumper, or football player, as it is; in 
fact, you may be a star of your team. And yet if you have the 
habit of cigarettes, how much better might you become if you 
would leave them off. Suppose you try it for a year. If you 
use your brains, you will. 

(c) Exercise .—It is unnecessary to say anything here about 
the importance of exercise, since everyone knows that is essen¬ 
tial to the development of a strong body. It may be said that 


Play and Athletics 


21 


most high school pupils get enough of exercise, especially if they 
engage in games or athletic contests. Very few, however, take 
their exercise in the way that will do them the most good. They 
either are too irregular as to the time, or they take too much 
at one time and too little at another. To get the desired results, 
exercise must be adapted to the condition of the individual. 
Where the heart or lungs are weak, gentle exercise should be 
taken at regular intervals, and violent or sudden exertion should 
be avoided. Where the muscles are soft or weak on account of 
a period of inaction, great care should be used in gradually 
toughening them by easy exercises in walking, trotting, dumb 
bells, Indian clubs, etc., before attempting any strenuous exer¬ 
tion. In getting in condition for any athletic contest, you can¬ 
not be too careful about taking it easy at first. Then after you 
have hardened yourself gradually increasing the length and 
severity of your exercises, keep in condition by taking plenty of 
exercise at regular periods. 

Furthermore, put life into your efforts, and a will. Put the 
play spirit into whatever you do, but put will also. Vary your 
exercise frequently, and see that each part of the body, and each 
set of muscles, gets its share. Variety in exercise, like variety 
in the food we eat, helps in two ways: it brings into play differ¬ 
ent sets of muscles and strengthens different organs and parts 
of the body, just as variety in food gives different elements 
of nutriment ; and it also acts as a tonic for the muscular and 
nervous systems just as variety in food acts as a tonic for the 
digestive organs. 

(d) Rest .—Pest is as important as exercise. Long and stren¬ 
uous exertion is bound to have a bad effect during the early 
years of life. For that reason, severe training, or the playing 
of prolonged and violent games, or running long races under 
pressure of close competition, should not be engaged in by the 
younger boys. Frequent periods of rest should come in the inter¬ 
vals of play and other exercise. Furthermore, for the older high 
school boys, the day, or possible two days before a hard contest, 
there should be a relaxation from the harder kinds of practice. 
In this way an extra supply of energy will be acquired that will 
stand in good stead during the contest and will not only help you 


22 


University of Texas Bulletin 


to put forth the best that is in you, but will tend to prevent 
any ill effects that might otherwise follow. Any one who wants 
to build up a strong constitution must get plenty of sleep and 
must not carry physical exercise beyond the point of fatigue. 

(e) Bathing .—Without a good bath immediately afterwards, 
fully fifty per cent, of the good to he derived from exercise is 
lost. Nothing is more important for any one in the matter of 
training than a bath in water of suitable temperature accom¬ 
panied by a good rub-down, following the work-out or the ath¬ 
letic game. Until recently there were few high schools in Texas 
where any provision was made for this important item. Happily 
this condition is fast becoming changed, and most up-to-date 
high schools now have a dressing-room and shower bath in the 
basement for the members of the various athletic teams. Always 
follow vigorous exercise with a sponge bath, in cold water if 
you are of high vitality and in lukewarm water if your vitality 
is low. Another time for a cold bath is immediately on rising in 
the morning. Always follow a cold bath with a brisk rub-down, 
especially if you are going out in the open air. Do not take a 
hot bath too often, but a good hot bath once a week, taken just 
before retiring, is necessary to cleanse the skin thoroughly. 

(f) Clothing. —Dress, as far as you can, according to the 
weather and what you are doing. While practising or compet¬ 
ing in athletics, always put on a sweater or coat the moment you 
cease perspiring. This will keep your muscles from getting 
chilled and keep them in good condition. Sore arms and legs 
are caused many times from failure to observe this simple rule. 
Especially in the winter months, take care not to get unduly 
exposed to cold winds after a work-out. 

Part II. Mass Athletics 

BY C. J. CRAMPTON, 

Principal of the Port Arthur High School. 

To encourage every pupil in the public schools to participate 
in suitable athletic events is the purpose of mass athletics. It 
attempts to do for the whole school group what individual and 
small group athletics do for their contestants. Athletics, as 
now existing in many schools, are open to serious criticism in 


Play and Athletics 


23 


that they are totally inconsiderate of the physical welfare of 
the whole mass of pupils and develop only a few who do not need 
physical exercise. Additionally, the individual or small group 
events have a tendency to create unfriendly attitudes between 
individuals and schools and thereby build up a distinctly anti¬ 
social atmosphere. 

Mass athletics, other than being an attempt to bring every 
physically fit pupil into some kind of sport, aims at the creation 
of a spirit of school loyalty that is impossible under individual 
or group athletics. The pupils are made to feel that they are 
all members of the school. They sympathize more completely 
with an institution of which they are a part and value more 
highly its good name when its reputation stands or falls as a 
result of their united aetion. Each pupil has his part in earn¬ 
ing and maintaining the good name of his school and accordingly 
values more highly that which he helped earn. 

To earn a good record in mass athletics, it is essential that 
every pupil in the school develop his health and strength to its 
fullest capacity. The star athlete counts for no more than the 
weakest member of the school. It becomes the duty of every 
child in the school to raise his physical condition to its best 
level. Otherwise he will detract from the good record of his 
school. Under his system, the trained, or expert, athlete will 
assist his weaker fellows so that ,the median of accomplishment 
for his group will be raised. The emphasis is now placed on the 
member who needs training and not on the one who is over¬ 
trained. In place of the cliques that previously existed under 
the old 'system of athletics it has been found that mass athletics 
substitutes team work and co-operation. Petty jealousies, per¬ 
sonal ambitions, and ‘‘school politics” are eliminated and in 
their stead loyalty to the school exists. 

Mass athletics are particularly valuable in bringing the 
‘‘slacker” into line. There are always a few pupils who are, 
for no good reason, unwilling to take part in school activities 
and particularly athletics. When required to enter such events, 
they do so with very poor grace and aim to make such a dis¬ 
reputable showing that their presence will not be required again. 
Where the honor of the school depends on the accomplishment 


24 


University of Texas Bulletin 


of each member, the whole sentiment of the school is brought 
to bear on these individuals. If, by reason of failure to train, 
the pupil makes a poor showing, he is at once subject to the ill= 
will of his fellows. This feeling within the larger group is al¬ 
ways strong enough to bring the worst offender into line. In 
this manner, the pupils learn the use of co-operation; they learn 
the value of team work and acquire an appreciation of values 
of personal action and ideals that will be a strong factor in 
making their adult life a success. 

Boys and girls should compete separately in mass atliletics. 
Due to the great differences in strength and endurance and the 
great variety of interests, it has been found that competition 
between the sexes is unwise. Separate events, suited to their 
peculiar needs, should be arranged for boys and girls. 

Mass athletics are based on the idea that every child, unless 
physically unfit, will take part. No pupil should be permitted 
to engage in any game requiring the exertion of great strength 
or long endurance unless he offers a physician’s statement that 
he is able to do the exercise without injury. This is contrary 
to the practice in most schools where children are required to 
participate in all forms of athletics unless exempted by a physi¬ 
cian ’s certificate. This latter plan is an extremely short-sighted 
policy and frequently results in serious injuries to boys and 
girls. There are certain periods of growth when particular 
forms of exercise are very injurious. At these times, there are 
•other athletic activities that will assist normal growth. It is im¬ 
possible for the layman to tell whether or not the child suffers 
from heart or other serious organic disorders. A physician can 
determine such conditions by a superficial examination. Usually 
the local physician is willing to make these superficial examina¬ 
tions without cost. Where there are school physicians and 
school nurses, the problem may be met easily. 

Each school will compete with schools of its own class, as in 
other forms of athletics. The Director of Athletics of the 
County shall, upon the written application of the schools wish¬ 
ing to engage in mass athletics, send judges from, other schools 
who will preside over the various events and certify the results 
to the County Director of Athletics. No official shall act as 


Play and Athletics 


25 


a judge in his own school. Schools do not compete together 
directly. The local school holds its competition and submits its 
records to the County Director who collects the results of mass 
athletic events within the bounty and appoints judges who 
determine winners for the county in each event and class. Each 
County Director of Athletics shall submit the records of the 
winners of each event and class in his county to the District 
Director of Athletics who shall appoint judges to determine the 
winners in each evept and class for the several counties of the 
District. [Contests in mass athletics are optional this year in 
the University Interscholastic League.] 

In order that there shall be no unfairness in conducting mass 
athletic events, the superintendent or principal of each com¬ 
peting school shall prepare a statement in which he shows the 
total enrollment in each grade that took part in the competi¬ 
tion. He shall indicate how many bona fide pupils did not 
take part and give an explanation of their failure to do so. This 
statement shall close with his pledge that the events were con¬ 
ducted fairly and in every way consistent with good sports¬ 
manship. At least two of the judges, who presided at the events, 
shall sign this statement as attesting its truth. 

Scoring Results .—In scoring results in mass athletics, the 
Median is used. The Median is that position in the series, on 
either side of which an equal number of cases exists—after the 
series has been arranged in descending order. The Median posi¬ 
tion is obtained by the use of the formula n p * us - 1 - j n which n 
is the number of cases in the series. It must be remembered 
that the Median is a position and not a number or member of the 
series. If a member of the series happens to fall on the Median 
position it then becomes the Median of the series. 

Illustration of the use of the Median position: 

Five boys make the following records in vaulting: 

72 inches. In this case it will be seen that 65 occupies 70 
inches, the Median position and thereby becomes 65, the Median 

. k -> n P lus 1 i 5 Pl us 1 o 

number. Apply the formula 60 - 2 -we have- 2 -=3 

In this case the third member of the series is the Median posi¬ 
tion. It is occupied by 65. 



26 


University of Texas Bulletin 


In case there is an even number of cases in the series, the same 
formula holds, as 

72 inches. In this case, there are but four members of 70 

t 

inches the series. It will be seen that there is no 60 inches mem¬ 
ber of the series that stands at the 57 inches middle position, 

Applying the formula -l, 1 -— wc have 4 p f us i =2% 

There is no member of the series on the 2% position. This 
is obtained by adding the two numbers on -either side of this 
position, 70 and 60^=130, and the dividing by 2, giving 65. 
Thus 65 becomes the Median number of the series. 

The records of schools are compared on the basis of the 
Median accomplishment in each event. 

It is anticipated that there wfill be slight difficulty en¬ 
countered in the use of the Median by those who are using it 
for the first time. The Median is used instead of the average 
(1) because it is but slightly affected by records that are extreme¬ 
ly high or extremely low. (2) Its location is not determined 
by a small group of results. (3) The Median is very easily ob¬ 
tained and does not involve mathematical calculation and con¬ 
sequent errors as does the arithmetical mean or average. 



Ill 


TRACK AND FIELD ATHLETICS 
Part I. The Different Events 

No athletic sport has gained so rapidly in popular favor iir 
recent years as track and field contests. Perhaps nowhere, in 
interscholastic circles, has this development been so marked as- 
in Texas. Today there is not a State in the Union where greater 
interest in this form of high school athletics is shown than in 
our State. And track and field sports offer, in many respects, 
the most desirable form of athletics. There is less chance of 
trickery, less temptation to play unfair, and less opportunity 
for dispute and unpleasant feeling to arise as a result of compe¬ 
tition, than in some of the other games such as football for 
example. In the spring of 1918, 162 counties in Texas held 
enthusiastic interscholastic meets under the auspices of the 
State League, while 462 boys, representing 161 schools, many of 
them rural schools, gathered at the University of Texas for the* 
greatest interscholastic meet ever held in the South. 

With the growth of the State League, and the- carefully 
planned list of events and rules to govern adapted to meet the 
needs of all classes of schools, every school in the State ought to 
enter one or more boys and girls in the annual county meet. The 
rules governing the various events, with the list of same, division 
of contestants, etc., are to be found in the University Bulletin 
entitled: Constitution and Rules of the University Interschol¬ 
astic League. A copy of this bulletin will be sent free to any 
teacher or pupil who will write for it to the Extension Depart¬ 
ment, University, Austin, Texas. 

THE DIFFERENT EVENTS 

Running .—A sprint is a race at full sped from start to finish. 
All races up to the quarter, and in most cases it, too, are now run 
as sprints. In sprinting, we must pay attention to (a) the start,, 
(b) getting into the stride, (c) acquiring staying power. 


28 


University of Texas Bulletin 


When a sprint race is called, dig two holes for your feet, one 
about six inches back of the starting line, the other about 
eighteen inches back, and a little to one side. The latter hole 
should be deeper, and so steep as to give a good brace for the 
ball of the foot, 

At the command of the starter, “On your marks,” place your 
feet in the holes, with your fingers on the line. One knee should 
be about opposite the instep of the other foot. At the command, 
‘ ‘ Get set, ’ ’ place yourself in 'a springing position, with hips 
raised, arms straight, head up and body leaning forward. Dis¬ 
tribute your weight evenly on both feet, with a little on the 
fingers. Weight should be on balls of feet. Take a deep breath. 
Concentrate all your attention on your spring. At the crack of 
the pistol, spring forward with all the force on both feet. Do not 
straighten up at once, but do so gradually, within three or four 
paces. 

Get into your stride as quickly as possible, always looking 
straight ahead. Take only one or two breaths in a short sprint. 
One breath should carry you from thirty to fifty yards. Do not 
let up at the tape, but dash into it, hands up, at top speed as if 
you had ten yards more to go. 

Incline your body slightly forward, but not too much. Keep 
your head up, chin somewhat forward. Do not raise heels too 
high, but the instant feet are up, bring them forward, legs 
always in a straight line. Raise your knees well in front, but 
not too soon, as this will shorten your stride. Point your toes 
straight ahead, and hit the ground hard at each bound. Do not 
force your stride longer than it is naturally. If you keep good 
form, it will lengthen itself. 

In the 220 yards dash, you may hold back just a little for the 
final effort if you don’t get too far behind. 

Never run a race without dancing around and warming up. 
Take several deep breaths just before going to your marks. In 
practice, never run the full distance at top speed at first. The 
following is a good plan to follow in practice for the shorter 
dashes: 

Monday .—Practise the start five times. Do not run at full 
speed more than 20 yards. Take a short rest after each start. 


Play and Athletics 


29 


Take an easy jog for 50 or 60 yards and finish the 100 yards 
fast. 

Tuesday .—Take 300 or 400 yards at an easy jog. 

Wednesday .—Practise the start three times. Rest, then run 
50 yards full speed. Rest, and run 60 yards full speed. 

Thursday .—Practise starting six or eight times. Take 300 
yards at an easy jog. 

Friday .—Go 80 yards at full speed. Rest, then go 50 yards at 
speed. Jog 100 yards. 

Saturday .—Practise the start twice. Run 100 yards at speed. 
Rest, then jog 200 yards. 

For the quarter mile run, use the crouching start as in the 
shorter sprints. In the half-mile and mile runs, start from an 
upright position. 

Points in the rules for runners to remember are: 

(a) As soon as you go to the track, get a program, and get 
your number and pin it on. 

(b) At starting, if any part of your body touches the ground 
in front of the line before the signal is given, it is a foul and 
the offender is punished by being set back a yard or more for 
each offense 

(c) The finish of a race is the whitewash line on the ground, 
and not the tape stretched above it. A race is not finished till 
the runner crosses this line. To avoid striking the tape with 
your hands or arms, throw them up as you finish. 

(d) In races on a straight track, each runner has his own 
lane, and he must not cross into another’s lane or interfere with 
him in any way. To do so is a foul. 

(e) In races on a circular track, you must not cross in front 
of another runner till you are at least two strides ahead of him. 
To do so is a foul. You must not run into or otherwise inter¬ 
fere with another runner. 


RELAY RACES 

The relay races ordinarily run by select teams of school boys 
are the mile, the half-mile, and the 440 yards relays, with four 
boys on each team, each boy in the mile relay running a quarter 
mile, each boy in the half-mile relay running 220 yards, and each 


University of Texas Bulletin 


30 

boy in the 440 yards relay running 110 yards. But a relay race 
may be run with any number of boys competing provided the 
same number is on each team, and the distance for each runner 
may vary from 30 yards to a quarter mile. 

Suppose it is a half-mile relay, with four on each team, and 
suppose there are four teams. The teams draw for places. The 
other runners of a team must ke^p the same positions at the start 
that the first runner had. The first runner on each team carries 
a stick or flag, which he must hand to the second runner at his 
finish line. The second runner must wait at the finish of the 
first 220 yards to receive the stick; he cannot run back to meet 



Ready for the start, half mile run 


the first runner. He in turn must hand it to the third runner at 
the finish of the next 220 yards, and so on. The team whose 
last runner first reaches the finish lines with the stick is the 
winner. 

This race can be easily run with a very large number of boys 
on each team, and it is always very interesting to the spectators. 





Play and Athletics 


31 


If there is to be a handicap for any team, the whole distance is 
allowed at the start of the race. 

Hurdle Races .—The hurdle races commonly run by school boys 
are the 120-yards low hurdle and the 220-yards low hurdle. 
Each hurdle is 30 inches high. In the 220-yard hurdle race, the 
hurdles ten in number, are placed 10 yards apart, the first 
and last ones being 15 yards from the start and the finish 
respectively. Hurdle racing requires a great deal of speed as 
well as jumping ability and endurance. It is one of the most 
trying of all athletic events, and for that reason should not be 
run except by robust boys. 

The easiest, but not the fastest way to clear the hurdle is to 
swing the left foot inward nearly parallel with the hurdle. If 
your legs are long enough, quicker time can be made by keeping 
the leg straight. Practise with one hurdle until you can clear it 
in proper form without slacking your speed. Face the hurdle 
squarely, and take it at top speed. As you go over, throw your 
weight forward, pointing the front leg out and down, and keep 
your foot pointed straight ahead as you alight. Learn to hit 
your stride instantly on reaching ground, making the first step 
short. Keep your body well balanced over the leg as you descend. 
When you have learned one hurdle well, and not before, try two, 
then three, then all of them. The right form is of the greatest 
importance, and unless you are willing to take the patience to 
practice faithfully, you will never be a good hurdler. Remember 
the three main points: (1) to take each hurdle at top speed, and 
facing it, (2) throw the body forward and point the front leg 
somewhat out in front as you go over, and (3) to hit the ground 
with the weight well on the first foot, so that the second foot can 
instantly take a short step and you can hit your full speed at 
once. 

A hurdler needs an especially strong body, besides speed. The 
muscles of the neck, abdomen, hips and legs should be strong, 
and also the arms. These may be strengthened by special gym¬ 
nastic exercises. 

The hurdler must remember, (1) not to knock the hurdles 
over, (2) not to step on top of them. 


32 University of Texas Bulletin 

Three-Legged Race .—Besides being very interesting to spec¬ 
tators, this event calls for a great deal of skill and speed. Fasten 
a strap to the inside ankles of two runners, and join these by a 
lop strap three inches long. Fasten a similar strap above the 
knees, with a connecting loop two inches long. It is well to have 
one runner taller than the other, so that he can get a good hold 
over his partner’s shoulder around his waist. Practice the start 
faithfully, and run just as if you were running the race alone. 
This event requires a great deal of practice, but the improve¬ 
ment that will result is well worth it. 

Potato Race .—This is another very interesting event, but very 
trying, and hence should not be made too long, and children 
should practise a good deal before being allowed to enter a 
closely contested meet. For each contestant, place a basket con¬ 
taining three potatoes at the far end of a 12-yard line. Along 
the line every three yards, draw a 2-foot circle, the first circle 
being three yards from the starting line and the third circle 
being three yards from the basket. A contestant must start from 
the starting line and run to the basket, get one potato and place 
it in circle No. 1, or the one farthest from the basket. He then 
gets a second potato and places it in the middle circle, then gets 
the third potato and places it in the third circle. He then races 
to the starting line, returns, and replaces the potatoes, one at a 
time, in the basket, in the order in which they were distributed. 
He must go around the basket each time a potato is replaced in 
it. He finishes in a dash across the starting line. In practising 
for this race, do not run fast at first. Go through slowly at first, 
and get firmly in mind just what to do at each step. Acquire 
accuracy in getting the potatoes and in placing them in the 
circles so they will stay. If one rolls out, you must return and 
place it back in the circle, else you are disqualified. After you 
have drilled yourself a number of times on accuracy, skill in 
turning, etc., then you can develop speed. 

JUMPING AND VAULTING 

Running 'high jump .—In this event it is very important to 
practise the run until you know just the right distance to get 
the take-off. You must not rise too near the bar, for that will 


Play and Athletics 


33 


throw you into it, and if you rise too far back you will not go 
over it at your greatest height. Speed is not necessary, nor is 
a long run. It is best to approach the bar straight in front and 
to make the last step short and quick, as in the running broad 
jump. As you rise, say on the left foot, throw the right leg up 
in front parallel with the bar and close to the body, swinging 
the arms up and out. As you go over the bar, the body should 
be in a horizontal position, the left leg being brought up and 
over the bar with a twist of the body and an upward swing of 
the left arm. 

Standing hicfh jump .—The feet must not leave the ground but 
once in an attemipt. If so, it counts as a trial without result. 
Throw the body up sidewise to the bar, and throw the right leg 
over the bar first. Then as the body goes over, swing the left 
leg up and over. As in the running high jump, do not keep 
the body in an upright position, for that would require strength 
to be used that would otherwise help in lifting the rest of the 
body over the bar. As the body goes over, it should be in a 
horizontal position. 

Running broad jump .—There should be a take-off board, 2 
inches by 8 inches by 2 feet, flush with the ground, and the 
earth should be dug out 3 inches deep for 2 square feet in front. 
The jump is measured from the take-off, and not from where 
the jumper rose. Hence you must practise until you rise easily 
from the take-off. If you stop over it, it is a trial without result, 
and if you rise back of it, you lose that much distance. The jump 
is measured to the nearest mark made by any part of the 
jumper’s body. This requires you to keep your balance and not 
fall or jumjp backward, on alighting. 

Do not run too far; about fifteen paces is far enough. Prac¬ 
tise till you have the strides down so that you will rise at the 
take-off. To get momentum, speed is very important, and should 
be greatest about nine or ten paces from the take-off. Just 
before reaching the take-off, you should slacken your speed so as 
to throw your effort into your spring. The last step should not 
be long, but should be short and quick. Throw the body up and 
forward, swinging the arms up and forward also. Bring the 
knees well up, and do not let them down too soon, but throw 


34 


University of Texas Bulletin 


them forward. The momentum of the body will carry it on so 
that you will not fall back. 

Standing broad jump .—The same rules as to take-off board, 
measuring, etc., apply in this jump as in the running broad 
jump. The feet must not leave the ground but once in an at¬ 
tempt. One common fault with untrained jumpers is not to get 
the body high enough in the air. You should give a strong 
spring upward as well as forward, and bring the knees well up 
in front, throwing the feet forward as you land. 

Hop-step-jump .—The same rules as to take-off board, measur¬ 
ing, etc., apply in this event as in the broad jumps. The jumper 
must spring from one foot, for otherwise it is not a hop. He 
must first hop, then step, then jump, and there must be no stop 
between any two of these. Do not hop or step so far that you 
have no momentum left for the jump. The jump should be 
much longer than either the hop or the step. The step should 
be the shortest of the three. 



Showing correct form in the pole vault. Notice the vaulter has turned 
round and is facing the bar as he falls. 






Play and Athletics 


35 


Pole vault. —The pole should be 14 or 16 feet long, and the 
best material is spruce. A better grip is had if you wind the 
pole with electric tape. Grasp the pole, thumb up. You can tell 
by practise the best place for each hand. One should be a little 
below the cross bar and the other about twice as far above it. If 
you rise from the left foot, carry the pole on the right side of 
the body, and swing the body to the right of the pole as you 
rise, keeping close to it. Begin the run about thirty paces from 
the bar, and be at top speed about fifteen paces away. The last 
step should be short so you can throw momentum into the spring. 
Practise the run until you can place the point of the pole in 
the hole in front of the take-off accurately without having to 
give it attention. Just as the pole is settled, leap forward and 
up with all your strength, throwing the legs upward and giving 
a strong pull with the arms, at the same time making a half 
turn with the body so that it faces the bar. As you leap into 
the air with legs uppermost, slip the lower hand up to the other 
one. It must not be placed above the other one, nor can you 
raise the upper hand. As your feet and body clear the bar, 
throw your legs downward, at the same time giving the pole 
a push as you let it go, throwing the arms up. This brings them 
clear of the bar. 


WEIGHTS 

Putting the shot .—While weight and strength are very im¬ 
portant in this event, yet a great deal depends on form. In 
getting form, learn first the “reverse,” then the glide, and finally 
practise making the connection between the glide and the 
“reverse.” 

In practising the ‘ ‘ reverse, ’ ’ stand with left side to the front. 
Hold the shot in the palm of the hand, grasping it with the 
fingers and letting it rest a little on the base of fingers. Keep 
arm close to the body, holding shot well up by the shoulder. The 
other arm should be stretched out and up, and the body bent 
back and down. But do not stoop too low in making the put. 
Now quickly reverse this position, pushing the right arm out and 
up, taking one step forward with right leg, and drawing left 
arm and leg back. Get all the force and speed possible in this 


36 


University of Texas Bulletin 


movement. Be sure to keep the shot up and arm close to 
shoulder. Bring the body around before shooting the arm out. 

The glide is made, by taking two steps forward from rear of 
circle, keeping left leg in front. After learning the reverse and 
glide, it is very important to make the reverse after the glide 
without any stop whatever. The glide is to put momentum into 
the reverse, and if any hesitation occurs whatever this momentum 
is lost. 


THE DISCUS 

The throw of the discus is made in somewhat similar manner 
to that of the hammer, but weight and strength are not so im¬ 
portant as skill. The same attention must be given to getting 
the glide and the reverse easily and smoothly, and to putting 
ever increasing speed into the turns. You must be careful here, 
also, to stay in the circle, for otherwise it is a foul. A good deal 
of attention will have to be given to getting the proper hold on 
the discus. Let it lie flat against the palm of the hand, spread¬ 
ing the fingers out so that they grasp the outer edge. Try the 
stationary throw until you get that down, before trying the turn. 

BASEBALL THROW 

A baseball throw for distance is ordinarily made after a short 
run, but it was thought best to require that this event in meets 
under the direction of the Interscholastic League, should be made 
from a seven-foot cricle as in the discus and shot events, 
as this will call for more skill, and greater control of the body. 
You should practice to get the right elevation. It is not a good 
idea to throw too high; about forty-five degrees is best. It is 
a well-known fact that many of the speediest baseball pitchers 
cannot throw the ball as far as some fielders who have not so 
much speed when pitching. This shows the importance of prac¬ 
tice. No matter how strong you are, you can throw much farther 
after practicing faithfully. 

The baseball throw for accuracy is another good event. Fix a 
catcher’s mitt or a pad of some kind, about four feet from the 
ground and 50 or 65 feet away. Allow three trials, as in other 
field events, counting the best one. For touching the mitt but 


Play and Athletics 


37 


glancing off, allow one point. For hitting the mitt squarely, 
allow five points. If there is a tie between teams, move the line 
back five yards and then have them throw again. If there is still 
a tie, allow one point more to the team hitting the mark squarely 
the greatest number of times. 

Part II. The Training oe Young Athletes 

BY F. L. (“TEXAS”) RAMSDELL 
Begin Training Early 

It is desirable to begin training for track athletics early in 
the winter or even in the fall, for in most parts of this branch 
of sport it takes time and patience to acquire the “form” that 
is necessary for success. In Texas, moreover, it is generally 
possible to train out doors all the winter. In this respect Texas 
boys have a great advantage over those in the North, for out¬ 
door training, except in bad weather, is far more beneficial 
than that in a gymnasium. 

One of the most essential things for this winter training is 
to keep colds from settling in the muscles of the young athletes, 
especially the runners. The best way to do this is to have each 
runner wear a heavy pair of long underdrawers while he is out 
on the track. These should be worn until spring, when all 
chance for cold is gone. If a cold once gets into a runner’s 
muscles, it will give trouble for a long time and may cause a 
soreness that will last all season. During the time the boys 
are wearing these drawers, never let them pull them off to take 
starts or trials. They should do their work with them on. 

The Track Work. Care at the First of the Season 

The trainer cannot be too careful at the first of the season, 
especially with beginners or even with boys who have pre¬ 
viously done track work. On the first day out they will want 
to run races among themselves and to put in every particle of 
energy they have. As a result they frequently become sore and 
stiff and then get discouraged because they fall into worse 
physical condition than before they began training. Then, too, 


38 


University of Texas Bulletin 


they find themselves incapable of doing as well as they expected 
and soon convince themselves that they can never become track 
athletes. At first, do not let them work hard or long at a time. 
It is necessary only for them to get the desired muscular action, 
to acquire better muscular co-ordination. If the training is be¬ 
gun in the spring, it is even more necessary not to let them 
work too hard at first. Let the runners go only at about 
three-fourth speed, and when the work begins to punish them 
let them slow down to a jog and after getting rested go again. 
Be careful not to' give them too long a “work-out.” The point 
is never to let them work down completely in practice, but to 
see that they reserve their strength for later effort, and in the 
meantime acquire good muscular co-ordination. If this sort of 
practice is given regularly you will soon find them able to go 
a little farther each day. 

“ Warming Up” 

In all cases a runner should spend a great deal of time in 
warming up before a race or hard practice; and under no con¬ 
sideration should he exert himself greatly unless his muscles 
are properly warmed and loosened up. Otherwise, h-e is likely 
to “pull” a tendon; and when once this has happened, that 
tendon can never be depended upon again. Ninety-nine out of 
every hundred troubles of this sort are caused by not warming 
up properly. The best way to warm up is to take easy swings 
up and down the track, gradually letting the muscles warm by 
this light use, and then dance up and down on the toes, bring¬ 
ing the knees up to the chest. The first should be practiced 
by distance men, while both should be used by sprinters. 
Sprinters should take especial care to get properly warmed up, 
because the sudden and strenuous exertion required of them 
is most likely to cause trouble. On the day of the race have 
the runner go out half an hour before the race—especially if 
it is a cool day—and spend some ten or fifteen minutes warm- 
ing up; then have him come in and have his muscles well rubbed 
and keep him covered up warm until his race. Then, be¬ 
fore he goes to his marks, have him spend a little time dancing 
about on his toes to get his muscles properly loosened. When 


Play and Athletics 


39 


waiting at the marks before a race, never keep still, keep 
dancing. If one stands still for a moment, the muscles will be¬ 
come set and will not respond nearly as well as they should. 

Training the Runners 

Trainers often make the mistake of spending too much time 
in coaching the sprinters to get a quick start, saying that the 
sprint is won or lost there. That would be true only when the 
runners are of equal speed and strength, and it may hold for 
a very short sprint like the 50-yard dash; but it is a mistake 
for the standard distances. A quick start is very important, 
hut it is not nearly as important as a strong finish. Generally, 
the man who wins races is not the one who is first away from 
his holes, but the first into his running, provided he has any 
‘ ‘ running, ’ ’ and then has the strength to finish hard. Have the 
sprinter spend most of his time in swinging along at about 
three-fourths speed—a good fast swing. He should just let his 
legs carry him along, running smoothly, with a good stride. 
Have him swing anywhere from 100 to 250 yards, five or six 
times, after he once gets warmed up, until it begins to ‘ ‘ pull ’ ’; 
then stop, dance around a bit, and go again. But all the time 
he should keep moving while in his running clothes. Have him 
work out of his holes only enough to keep familiar with them, 
and enough to connect his start quickly with his running stride. 

By the swings he increases his speed, endurance, and stride; 
while the thing to work for in the starts, about one afternoon 
a week, is to get the connection between the start and the run¬ 
ning stride as soon as possible. In the start, the main thing is 
the concentration of mind upon the exertion of all the muscular 
energies the instant the gun is fired. 

For the longer runs, I have found it best in general to work 
a man beyond the required distance at a slightly reduced 
speed to develop strength and endurance, and under the re¬ 
quired distance at a slightly greater speed to develop speed and 
staying ability. In the first I should say about one and one- 
half times the distance, while in the latter, about three-fourths 
the distance. (But in no case let your runner run until he is 
exhausted.) This will apply generally from; the quarter mile 


40 


University of Texas Bulletin 


up. However, I have found better results by sticking mostly 
to the under distance in the quarter, though that depends on 
the style of race he is to run. The style I like best in this 
race is to run from the shot of the gun all the way—that is, do 
not save back for a sprint at the finish. The quarter is, in fact, 
the hardest race on the program. My method for it is to start 
training the sprinter at the gait you expect him to have to run 
it—say, 52 seconds—'and tell him to keep that gait until he 
begins to tire, then to slow down to a jog. He should do this 
each day, after he has properly warmed up. You will find that 
he will be able to get a little farther every day, until he gets 
around 350 or 400 yards. Then the excitement of the race will 
easily carry him the remaining distance. 

Remember never to let a boy run himself out completely ex¬ 
cept in a race. In a race he is out to win, but in practice he is 
preparing himself for the race and should, therefore, build up 
and conserve his physical energy in order to accumulate a large 
store for the great event. It is obvious that if he is allowed 
to run his strength out each day in practice he will not have the 
extra amount needed on the day of the race. Often you hear 
of a sprinter running a wonderful trial race a day or two before 
a meet and then not being able to repeat it on the day when he 
needs to. This is because he had exhausted his strength in 
the trial race and did not have sufficient time to restore It for 
the final race. The same is true of all athletes, the jumpers, 
vaulters and even the weight men. Never let your man try his 
best for the full distance oftener than once in each week. Don’t 
let the runner carry a stop-watch, nor let him see you holding 
:a watch on him, except now and then when estimating his pace. 
When constantly used, it does more harm than good. 

The Field Events 

Form is required more in the field events than in the track 
events, for, while mjany good runners have different styles of 
running, in the field events the regulation form is very essen¬ 
tial. Therefore, in these it is especially necessary to bgin work 
early in the year. In these, too, one should warm up gradually 
before trying hard, and in the jumps and pole vaults the warm- 


Play and Athletics 41 

ing up is just as essential as in the sprints and practically 
of the same nature. 

The hammer depends on the number of turns taken. Of 
course, the form is the same, only, the more turns taken the 
less care can be taken for each turn. 

The hammer and discus are worked on the same principle, 
that is, the turn is. One of the most essential things in the 
throwing of these is to keep on the ground. Do not jump up 
in the air when turning. If so, you lose your purchase on the 
ground and you have no power back of your heave. 

With the discus it is simply two quick swinging steps with 
the power of legs, body, and arm back of the throw when turned 
loose. On the beginning of the turns the hammer is ahead of the 
man pulling him around, but in making the swing around the 
man gets ahead of the hammer, and it again passes about the 
time he slides the left foot back. So the hammer and man 
pass each other twice in making each turn. 

The best way to get both the hammer and discus is to study 
it out for yourself. It will soon become clear to you. 

In turning the hammer loose always throw it over your 
shoulder and never under, as the. required elevation can not be 
got from below your shoulders. An elevation of about 45 
degrees is what you should work for in all the weight events. 
The essential thing in the shot put is the simultaneous drive 
from leg, body, and arms. In the pole vault it is to get the 
slide; in the high jump, the kick and turn as the jumper rises 
above the bar. 

In starting off with a beginner it is a good thing to put a 
short handle on the hammer until he gets the required form, 
then gradually extend it to the proper length. Don’t let a boy 
become discouraged because he does not do well at first. It 
usually takes a long time for a man to become a good vaulter 
or hammer thrower. 


<( Conditioning” 

One of the most necessary things for the trainer to do is to 
make a study of the habits and disposition of each individual 


42 


University of Texas Bulletin 


he is trying to train. Yon rarely find two persons of exactly 
the same temperament, and, therefore, the work that suits one 
may not suit the other at all. A nervous, high strung boy should 
never be made to do the same amount of work as a slow, phleg¬ 
matic one. Sometimes you will see a trainer trying to make a 
whole squad of young fellows do the same kind and amount of 
work and wondering why some of them progress and others 
become stale. Always watch the "men carefully and give them 
the work they seem to require. Always fit the work to suit 
the individual and never, under any circumstances, try to make 
the individual fit the work. The central dominating purpose 
in the training is to work to get the athlete into the best phy¬ 
sical condition possible at the time of the contest—not a week 
before or a week after, but on the day. It takes an experienced 
man to do that, and often he goes wrong. All will agree that 
for an athlete to put forth his best efforts, he must be in his 
best condition. It is in bringing about this condition that the 
trainers differ. 

The hardest problem that confronts the trainer is to keep his 
men in condition after he once gets them there. It is impos¬ 
sible for a man to keep on a keen edge for a race any great 
length of time, therefore most trainers like to have a particular 
contest before them to work towards, and then try to bring the 
men into condition gradually so that they will be in the best of 
condition on the day of the meet. This is where the trainer 
must use judgment and common sense and exercise restraint. 
Often a man runs a good race in a preliminary meet a few weeks 
before the big event and then “goes back” before the real 
race comes off. That means that he has become stale. He did 
too much work and trained himself to too fine a point. It is 
better, when the great event of the season is at the close, to 
lose the early meets than to overtrain your men for them and 
run the risk of having them stale at the time of the great 
contest. 

Never let the athlete use stimulants of any kind nor cat pies 
or any kind of pastry, coffee, greasy meats, biscuits or hot 
cakes while training. Everybody knows the harmful effects 
of stimulants. The other things are hard to digest, and, by 


Play and Athletics 


43 




remaining as a load in the stomach, tend to reduce the strength 
of the athlete, keeping him out of “ condition. ’ ’ 

A great many boys think that they should be in condition 
after training for two or three weeks. At the best this is im¬ 
possible, for it takes more time than that to bring about the 
proper muscular development; and when boys have been going 
along for forty-nine or fifty weeks in a year, smoking and 
otherwise violating training rules, it is absolutely absurd to 
think they can get the effects all out of the system and be* 
strong in a couple of weeks. To be an athlete one should take 
the best care of himself all the time. The better care he takes 
during the winter, the better and quicker he will find his form 
in the spring. 

You sometimes hear doctors condemn athletics as injurious, 
saying that it causes the heart to become enlarged, and, in 
after years, fat and flabby. This is true in many cases, but 
it is not the athletics that hurts, it is the sudden change from 
training to “breaking training.” The man who lives a good, 
moderate and clean life the year round is not hurt by athletics. 
The man who has the fat and enlarged heart is the one who 
breaks training after football and track season, by getting on 
a spree for a few days. It has been clearly proven that a 
properly trained and clean-living athlete will not be bothered 
with an enlarged heart. So if you lead a clean, consistent 
life, don’t be afraid; athletics won’t bother your heart, but will 
strengthen it. 


IV 


MISCELLANEOUS GAMES 

The constant aim of every teacher should be so to organize 
the playground games that the largest number of pupils pos¬ 
sible will participate in them. For that reason, preference 
should be given to those contests in which there may be a 
great many on a side. The wise teacher will not attempt to 
introduce every game to be found in a playground manual, but 
will select those few, say one or two for each group, which 
seem to appeal to the pupils most and which will engage large 
numbers—bearing in mind, of course, the educational value 
which the particular game in each case possesses. 

In general, games are either team-games Qr they are individ¬ 
ualistic. The former, such as football, baseball, basket-ball, etc., 
when properly directed teach the important lesson of co-opera¬ 
tion, or team-work. The latter, including track and field events, 
develop individual prowess solely. Both kinds of games are 
valuable; but perhaps' relatively the team games should be 
stressed more than the other kind, since team-work seems to 
be one of the most deeply felt needs of American life. In 
giving a place to such games, however, care should be exer¬ 
cised to see that the socializing, co-operative qualities are en¬ 
couraged and brought out, and that the objectionable features 
so frequently accompanying such contests are reduced to a 
minimum. Since football, baseball, and basket-ball are games 
that require the assistance of a coach who has had actual play¬ 
ing experience, no space is given in this bulletin to a treatment 
of those games. Such few suggestions as might have been in¬ 
cluded herein would not be of use to a team that has no coach, 
and would be needless to a team with one. For printed material 
on the subjects mentioned, the high school player or coach is 
referred to the books given in the bibliography in the back of 
this bulletin. 

One word, however, should be said about the much discussed 
and much abused subject of football. One great objection to 
football as a school game comes from the keen rivalry and 


Play and Athletics 


45 


the anxiety to win, which is liable to lead teachers as well as 
students to give too much time to it, to resort to questionable 
means in order to win, and to harbor suspicions and ill-feeling 
against opposing teams. There is really no necessity for such 
a state of affairs, and teachers and students alike are appealed 
to, to unite in an effort to raise this fine game above the re¬ 
proaches to which it is sometimes subjected because of the over- 
zealous efforts to win. Let us keep always uppermost in our 
minds the determination to play fairly and to have respect 
for officials. Always have a thorough understanding with op¬ 
posing teams as to terms and rules before the game, and then 
when it is over abide by the result. Always let the visiting 
team be treated as guests, both before and after the game. 
See that every precaution is taken to keep the field clear of 
spectators, and let coaches impress upon their players the prin¬ 
ciples of clean playing. Whenever it is necessary to go out¬ 
side of the school faculty to get a coach, let him and the prin¬ 
cipal have a thorough understanding as to the conduct of play¬ 
ers, time of practice, eligibility list, and schedule. Let the ar¬ 
rangement with other teams always be between faculty man¬ 
agers and not students, and let these arrangements be made 
as far ahead as possible. Do not schedule more than six or 
eight gamies with other schools during a season. Encourage 
class games. In the cities there could be a series of games 
among the ward schools. 

Extra precaution must be taken against over-exertion, espe¬ 
cially by younger boys and by those who have been injured. 
No boy should be allowed in a football game who is not of high 
vitality and free from constitutional weakness, and in every 
case a player who has been injured should be compelled to leave 
the game. Strict insistence should be made upon scholastic 
standards on the part of high school players. Not only will 
this help the school studies, but it will help to keep down pro¬ 
fessionalism. 

SINGLE RELAY 

This race is suitable to teams having large numbers. Like 
any other relay race, there must be the same number in each 
team, and each contestant runs only once. Each team is in 


46 


University of Texas Bulletin 


single file behind the starting line. The first runner dashes 
forward, touches a line fifteen yards in front, returns, and 
touches off the next runner, who runs as the first one did, and 
so on. The team whose last runner first crosses the finish line 
wins. 

SHUTTLE RELAY 

Divide each team into tw T o equal numbers, facing each other 
15 yards apart. The first runner of one division runs across 
and touches off the first one in the second division, who runs 
back and touches off No. 2 in the first division, and so on. The 
team whose last runner first crosses the finish line wins. 

POTATO SHUTTLE RELAY 

Line up as in shuttle relay, on lines 18 yards apart. On a 
line straight from the center of each team and five yards from 
the line, place a basket containing four potatoes. The first 
runner must take these potatoes, one at a time, and place the 
first one two yards beyond the basket, the next two yards 
beyond that, and so on. He then runs on and touches off the 
first runner in the second division, who must replace the pota¬ 
toes, one at a timie, in the basket, and touch off No. 2 in the 
first division, • who distributes the potatoes again, and so on. 
The last runner, after replacing the potatoes in the basket, 
finishes in a dash across the line back of the basket. This re¬ 
quires that the number on a team be even, and not odd. 

ALL-UP RELAY 

J Line up as in single re-lay. Fifteen yards in front of each 
line are two 3-foot circles touching each other and parallel with 
the starting line. In one circle are three Indian clubs or similar 
objects, standing upright. The first runner of a team runs for¬ 
ward, moves the clubs from one circle to the other, using only 
one hand, and returns, touching off runner No. 2, who runs and 
moves the clubs back to the first circle, and so on. The clubs 
must be left upright each time. Otherwise, the runner must 
return and place them upright before touching off another run¬ 
ner. The last runner to move the clubs finishes in a dash over 
the line, and the one who finishes first, wins. 


Play and Athletics 


47 


PASS BALL RELAY 

Teams line up in single file parallel with each other. The 
one in front, at the signal passes a basket ball over his head 
to the one behind, who passes it overhead to the next one, and 
so on. The last one in the line, on receiving the ball, runs 
around a fixed point in front and hands the ball to the one in 
the front of the line, and then takes position in front. The 
ball is passed back as before. When the one who was in front 
at first is in front again, the race is over. 

TUG-OF-WAR 

There may be a very large number on a side, but it is usually 
best to limit the number to not more than twelve on a side. 
The rope should be either four-and-a-half or five inches in cir¬ 
cumference and made of manilla. There should be a clamp 
fixed at the middle, and the nearest contestant on either side 
should not be nearer than three feet of this clamp. There 
should be another clamp at the 3-foot mark on either side of the 
middle, to indicate this point, but it must be in front oi the 
front contestant’s hand. There must be no knots or other 
obstructions on the rope, and contestants m;ust not wrap the 
rope around their arms, legs, or bodies, nor may they wear 
gloves or shields on the hands. They may use adhesive sub¬ 
stances on the hands. No weights shall be worn except where 
teams are limited as to weight. If the required distance is not 
made by either side after five minutes, a rest of two minutes 
shall be allowed, and if after another five minutes ’ pull the dis¬ 
tance has not been made, the award shall be made to the team 
having made the farthest pull. 

VOLLEY BALL 

This game is becoming very popular, and rightly so. It is 
the best of exercise for students who have spent hours seated at 
desks with shoulders bent, or for other classes of people who 
get little exercise of the arms, chest, and back. It may be 
played on courts of every size, and by any number on a side. 
The standard court is 25 feet by 50 feet, with a net 27 feet long 
and 7 feet 6 inches high at the middle, stretched across the 



Notice position of server, and also of other players. The three front players of the server’s side have turned to get their eyes 

on the ball as it is served 






Play and Athletics 


49 


middle of the court parallel with the ends, and attached to 
posts 1 foot from the sides. Enlarge the court to suit large 
numbers of players. The ball is of rubber, from 25 inches to 
27 inches in circumference, and from 9 to 12 ounces in weight. 
The server stands with one foot on the back line. He bats the 
ball with open hand over the net into any part of the other 
court. A server may have two trials if the ball hits the net and 
rolls over into the court. If it does not go into the other, court 
he loses his serve. A server continues to serve until he is retired 
by his failure to serve properly or the failure of his side to re¬ 
turn properly. If the other side fails to return property, it 
counts one point for the server’s side. Twenty-one points make 
a game. 

A service that would strike the net may be hit by another of 
the server’s side and if it falls over the net in the other court 
it is a good service. 

To be returned, a ball must be hit by a player’s open hand 
or hands before touching the ground, and knocked over the 
net with or without touching it, into the other court. You 
must not allow the ball to touch your body, and you must not 
touch the net with your arms or body. You must not hit the 
ball twice before another of your side has hit it, but after the 
ball has been hit by another of your side, you may hit it and 
knock it over. Players on a side take their turns in serving. 

A good player will cover a certain part of his court, and work 
with his team-mates. He will strike the ball with both hands, 
and pass to his team-mate at proper times. He will watch for 
uncovered Spots in the other court, and try to put the ball 
there. 


END BALL 

This is a fine game for large numbers as a preparation for 
captain ball or basket-ball. It is especially good for girls. 

Use a basket-ball. The court is 30 feet square, but may be 
larger to suit the number of players. Divide court into two 
equal parts, and draw a line parallel with center line, and 3 
feet from each end line. In this end space put one-third of a 
team, and the other two-thirds on opposite side of center line. 
The ball is tossed up by official between two “guards” at the 


50 


University of Texas Bulletin 


center. The one touching it first gets a free throw. The ob¬ 
ject is to throw the ball over the heads of opponents to one’s 
end players in the end space. Every time a ball is caught by 
an end player, it counts one point. A game lasts twenty min¬ 
utes, divided into two ten-minute halves, with a three- or five- 
minute rest between. 

It is a foul to allow a ball to roll into opponent’s territory, 
to push, pull, or otherwise play roughly. On a foul, the oppos¬ 
ing team gets a free throw, and when ball rolls into oppenent’s 
territory, it counts one point for opponents. If ball goes out of 
bounds, the player on whose side it went out may return it to a 
team-mate on opposite side of court. 

BOUNDARY BALL 

Played with a Basketball 

Boundary ball is good training for basketball. It may be 
played by from six to fifty on a side. Divide the field into two 
equal parts. * Place a team in parallel lines in each half of the 
field, the front line being 10 feet back of center line. 

One player stands on his front line and starts game by trying 
to throw ball so that it will fall to the ground beyond the op¬ 
ponents’ rear boundary line. The opponents may move up and 
down field to prevent this or to catch the ball. Where it is 
caught, that team lines up there and back of the spot where 
ball was caught, and the player tries to throw the ball back 
over the rear line of opponents. Each time ball falls over 
opponent’s rear boundary line, it counts one point, and a game 
is five points. It is a foul to go into opponent’s territory or 
beyond one’s rear boundary line. On a foul, ball goes to op¬ 
ponents for a throw. 

CORNER BALL 

Played with a basketball, by from six to fifty on a side. Di¬ 
vide field into two equal parts, and in rear corners mark off 
goals 4 feet square. Players stand at even distances over field, 
one team on each side of center line, except that a goal man is 
in each goal at rear of opponent’s field. The ball is started as 


Play and Athletics 


51 


in end ball, by a player at center. Each side tries to throw ball 
over opponents to the goal men. Each time such a ball is 
caught by a goal man, it is 1 point, and a game equals 21 points. 
When he catches the ball the goal man tries to throw it back to 
his side for another attempt, and the other side tries to inter¬ 
rupt the throw. It is a foul to step outside of one’s goal or for 
another player to step into his opponent’s goal. On a foul, 
the ball goes to the other side for a throw from the center. 

You must not run with the ball. Have team work. Do not 
throw too far, but pass to team-mates. Do not bunch up. 
Make your throws high and well aimed. 

PASS AND GOAL BALL 

This is a most excellent game, combining as it does the three 
features of speed, accuracy, and interest. Another advantage 
is that a large number may take part. 

Each team has a basketball and basketball goal. Each team 
lines up in single file back of its goal, with nearest man 6 feet 
fromj the goal, and the players at equal distances apart. The 
ball is passed from the player farthest from the goal to the next 
man, and so on until it reaches the one nearest the goal, who 
tries to throw the ball in the basket, and keeps trying till he 
succeeds. He then runs to the rear of the line, and passes the 
ball to the next man, who passes it to the next, and so on, each 
man having moved up one place. When the last player has 
made the goal and raced back to the rear of the line, the game 
is over, and the side which finished first, wins. 

CAPTAIN BALL 

This game is played with a basketball, and there may be 
from ten to sixteen players on a side. Have a 3-foot strip divid¬ 
ing ground into equal parts. On each side, in a semi-circle, ar¬ 
range bases 2 feet in diameter, 6 feet apart, the nearest being 
at least 6 feet from *the central strip, and a captain’s base 
being inside each string of outer bases, at least 10 feet from 
then! A baseman stands in each outer base, with the cap¬ 
tain in the inside base. On the outside of each base is a guard 
of the opposing team. The referee tosses up the balj in the 


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University of Texas Bulletin 


neutral strip between two guards. The first to catch it with 
both hands has the throw. The object is to pass the ball to 
one’s basemen. Each time it is caught by a baseman after a 
throw from another of that team’s basemen, except the cap¬ 
tain, it counts one point, and each foul counts one point for 
the other side. If the captain catches the ball after a catch by 
each baseman in succession, it counts two extra points, and it 
also counts two extra points when all the outer basemen have 
caught the ball in the same play. 

A catch by a captain from an outer baseman scores. 

A catch from the captain does not score. 

A second catch by the same baseman in the same play does 
not score. 

It is a foul (a) to take more than one step with ball; (b) to 
hold it longer than 3 seconds; (c) to touch it while held by 
an opponent; (d) to touch or trip an opponent; (e) for guards 
to step into neutral or opponent’s territory; (f) for guards to 
step into a base; (g) for a baseman to step out of his base with 
both feet at a time. 


THREE DEEP 

Three deep is especially popular with the younger children, 
but it is also frequently played by high school pupils with 
much enthusiasm. Its fun-giving qualities are unlimited. From 
eight to thirty can play it at a time. Arrange the players, ex¬ 
cept two, in pairs and let them stand in a circle, one player 
of a pair behind the other, and all facing the center of the circle. 
One of the two extra players chases the other one. The latter 
can dodge in and out of the circle at will. If he stops in front 
of a pair of players facing the center of the circle, he cannot 
then be caught; but that makes “three deep,” and the one of 
the three who is in the rear then becomes “it” and must run or 
be caught. When caught, a player has to do the chasing, and 
the former chaser nuay take his stand in front of any pair, 1 hus 
making “three deep,” so that the rear player becomes “it” and 
must run. 


Play and Athletics 


53 


HANG BALL 

Use a four or five-pound medicine ball, an 18-inch canvass 
ball or a basket-ball. Play from five to nine bn a side. The 
batter hangs by his hands from the limb of a tree, a horizontal 
bar or rings. Pitcher stands about fifteen feet from the batter. 
Batter must strike the ball with one or both feet. A ball passing 
in front of a perpendicular drawn from the end of the bar is a 
fair ball. A ball struck by any other part of the body or 
passing behind the aforesaid perpendicular-after being struck, 
is a foul. Three fouls are out. If the batter misses the ball en¬ 
tirely, it is a strike. One strike is out if caught on the fly. A 
fly caught puts the batter out under any circumstances. Sand¬ 
bag bases are placed twenty-four feet apart. If a light ball is 
used (this would generally be a volley ball or small-sized soccer 
ball) the runner may be struck with it between the bases and 
put out. Other rules are the same as for indoor baseball. 

pin ball ( A new game) 

The general rules for this game are the same as for basket¬ 
ball, except that there are seven on a side, two running guards 
and a pin guard, a jumping center and two running forwards 
and a pin forward. Instead of a basket as in basket-ball, a pin 
or Indian club, is placed at the end of the room in a six-foct 
circle. The object of the game is to pass the ball down the room 
and knock down your opponents’ pin. 

The pin guard is allowed to stand inside the six-foot circle, 
but the opposing forward or other players on the opposite side 
must roll or throw at the pin from the outside of the circle. Pin 
down counts two points. Throws made at the pin from the 15- 
foot line as free throws, count one point. 

KEEP-AWAY BALL 

Here is a splendid “runner-up” for basket-ball. Use from 
five to ten on a side. One side should wear sashes of some cheap 
material so as to easily distinguish them froml the opponents. 
The ball is put into play by the referee the same as in a regular 
game of basket-ball. Any player securing the ball must throw 


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University of Texas Bulletin 


it to a player on his own side. The ball cannot be rolled or 
dribbled. The object of the game is to keep the ball on your 
own side (players can move any place in the gym) as long as 
possible. This develops the dodging, running and passing so 
essential to basket-ball. 

‘ 1 RUNNER-UP ’ ’ FOR BASKET-BALL 

Round Robin .—Here again is “a good “runner up” for 
basket-ball. Five to ten can play. The players stand in a half 
circle from one side of the goal to a point back of the free 
throw line. The first one in the file tries to cage the ball with 
one throw from the 15-foot line. The next player must take 
the ball on the fly, bouncing or rolling (where the ball goes will 
depend on what kind of a throw No. 1 makes) and make his try 
at a goal from the place he catches it without moving both feet. 
No. 3 mjust throw from the place the ball goes after No. 3 tries, 
and so on—round and round. The first one to secure eleven 
goals is the winner. 

DRIBBLE AND SHOOT 

Any number up to a dozen can play this. Players all stand 
at one end of the gym. The one selected to begin dribbles a 
basketball (using one hand only) down the gym to any point 
near the goal and makes a quick catch and try for a goal. No. 
2 does the same thing and so on down the line. This continues 
until some one (tries are made in rotation) scores five goals. 

ROLL BALL 

(“Mind and Body,” Vol. 5, No. 55.) Players form a circle 
with hands grasped. A starter stands in the center and tries 
to kick the ball so that it will roll (not leave the ground) and 
pass through between two players in the circle. These roll it 
back. This continues until the ball goes through, when the 
player on whose right side it passed, exchanges places with the 
center player. 

foot polo (A new game) 

Each team is composed of five to ten players, depending on 
the size of the space available. The ball is seven inches in dia- 


Play and Athletics 


55 


meter and made of heavy duck filled with rags or waste. The 
players must wear rubber or soft-soled shoes. There is a referee 
and a time-keeper. 

Rules of Play .—The ball is put into play in the center by the 
referee at an equal distance from each goal. Teams are lined 
up back of their respective goal lines, five feet from the end of 
the play space or gym. As referee blows signal to play the two 
teams rush for the ball (keeping one or more players back to 
guard their own goal). A goal is made by advancing the ball 
(using the feet only) through the opponents’ goal. The goals 
are generally parallel bars or jumping standards. 

Fouls are called fot 1 rough play such as shouldering, push¬ 
ing, elbowing, holding with the hands, tripping or deliberately 
kicking opponent. Three fouls committed gives the opponents, 
one point. Goals kicked from the field count one point. 

BOMBARDMENT 

This is a splendid game for older men. It is played in a 
number of* ways, but the following has been found most accept¬ 
able. Have two lines of eight or more players facing each other 
ten feet apart. Back of each line is a row of Indian clubs. On 
the signal ‘Begin!’ each line bombards the other with the balls, 
in an effort to throw a ball through the line and knock down a 
pin. All throws must be made from back of the ten-foct line. 
Every pin knocked down counts one point. 

MAN OVERBOARD 

(By W. H. Kennecut, M. D.) A rollicking hygienic game. 
Any number of players sit in a ring and throw a heavy medicine 
ball in any direction. The object is to throw with such force 
that the catcher is overbalanced and rolls backward to the floor. 
The legs must be kept in front of the body and not interlocked 
with another’s. 


STUNTS AND COMBATS. 

KNEE BEND AND TOUCH 

Grasp the right foot in the left hand behind the other leg. 
Try and touch the right knee to the ground without losing the 
balance. 


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University of Texas Bulletin 


ELBOW BALANCE 

From squat rest position (legs bent and weight on hands and 
toes —knees turned out) turn the elbows out slightly so that the 
inside side of legs rests on the arms just above the elbow. Now 
with the weight entirely on the hands, balance forward and pick 
up an object with the mouth. 

* 

LEGS FRONT BALANCE 

In sitting position on ground with hands at sides of thighs, 
try and raise the legs from the ground while keeping the body 
upright and the legs at front horizontal. To make the “stunt” 
harder a small weight can be placed on the feet. 

ONE LEG PUSH UP 

In sitting position on the ground bend one leg so that the 
heel is near the buttock. Try and come up to a standing posi¬ 
tion. Balance is more easily retained if arms are held in front. 
This is made harder by going down and up again.* 

STAFF OR BROOMSTICK JUMP 

Hold the staff or stick loosely in hands and without letting go 
try and jump over and back. After the feat becomes easy, try 
and do as great a distance with the forward jump as you can. 

BARREL ROLLING 

• Stand on a barrel and make it roll forward or backward with 
the feet. This can be done best with bare feet. Be sure there 
are no nails that will injure. 

BARREL JUMP 

Saw a barrel in two cross-ways. Try and jump into the half 
barrel and out again without touching the sides. Some who are 
very good at this use a whole barrel. 

FOOT THROW 

Place a hat, potato or baseball between the heels. Try and 
throw the object over your head so you can catch it by making 
a vigorous backward kick. 


Play and Athletics 


57 


CROSS LEG THROW 

Stand with one foot crossed in back of the other. Place a 
small stone or chip on the back foot. Try and see how far you 
can throw it without kicking the supporting leg from under you. 

BALANCE PICK UP 

Stand with the back close to a wall or straight tree. Bend 
forward and try and pick up an object without losing your 
balance or raising the heels. 

BACK DOWN AND GET UP 

Lie flat on the back. Fold the arms on the chest! Try and 
get up without using elbows or hands or rolling sideways. 

PLACE FOOT AND JUMP OVER 

Take two or three quick steps. Place left foot against a tree 
or wall about two feet from the ground and jump over it with 
the right leg, making a half left turn and without moving the 
left foot from the wall. 

PULL HAND FROM NOSE 

Two players work against each other. One places the inside 
of the hand against his nose and the other tries to pull it away 
with one hand grasped at the wrist. Do not move the feet. 

PULL FINGERS APART 

Two players face each other. One places his hands so that 
fingers are just touching (elbows out) the other grasps his 
wrists and tries to pull fingers apart. 

STAFF BALANCE 

Try and balance staff on shoulder, chin or forehead. A hat 
placed on the end of the staff makes the feat easier. 

COMBAT GAMES 

ROOSTER FIGHT 

There can be any number of players. Players are paired off 
so that those of about the same size are opponents. Each play¬ 
er stoops and grasps his own ankles; then shoulders or bumps 


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University of Texas Bulletin 


his opponent. The first to remove hands from ankles or be 
bowled over is defeated. Three tries are generally arranged for. 

INDIAN WRESTLE 

Opponents lie on their backs with feet in opposite direction. 
Lock arms near elbows. Swing near leg over head three times on 
command of leaders. Lock the legs at the knee and try and 
roll the opponent over. Three tries are generally used for each 
leg. 

HAND WRESTLE 

Opponents face each other in full walk-stride position with 
right toes touching. Feet firmly planted. Right hands are 
grasped with ordinary grasp. Point is counted when either 
opponent is forced to move a foot or touch hand to floor. Three 
trials are generally used on each side. 

CATCH-AS-OATCH-CAN-WRESTLE 

On the signal go, the player tries to secure any wrestling grip 
above the waist and lift his opponent off his feet. Dangerous 
holds or throwing to the floor not allowed. Three tries are used. 

GRECO-ROMAN WRESTLE 

Players face each other and take a waist hold with one arm 
over and one under. Stand close up. On' the signal go, player 
tries to lift his opponent off his feet. No throwing is allowed. 
Three tries are used. 


HAND TURN DOWN 

Players face each other. With arms over head grasp wand, 
broomstick or staff firmly. On the command go, player tries 
to turn the wand in opponent’s hands by forcing it down. 
Three tries are used. 


ELBOW TURN DOWN 

Players lie face down with heads toward each other. With 
right elbow touching and forearms in vertical line, grasp hands 
firmly. On command go, player tries to force his opponent’s 
back hand to the ground. Three tries are generally used on 
each side. 


Play and Athletics 


59 


BROOMSTICK OR STAFF WRESTLE 

Players face each other. Each player grasps broomstick or 
staff at width of two feet six inches or three feet, using a right 
hand over grip. On the command go, player tries to twist staff 
out of his opponent’s hands. Two are three tries are allowed 
changing grasp. 

LOG, BROOM OR SLIDE HORSE COMBAT 

Contestants sit astride of available horse facing each other. 
Each is furnished with a stuffed club, pillow or gunny sack 
filled with leaves, straw or paper. The contest consists in try¬ 
ing to knock opponent off the log. Winner stays on and com¬ 
bats the next one chosen. 

JAPANESE “SOAK ’em” 

Contestants lie face down, heads towards each other at fore 
arm’s length distance. Each is blind-folded and furnished with 
a roll of stiff paper or bamboo stick heavily padded. One an¬ 
tagonist whistles or calls and dodges sideways as the other tries 
to “swat” him. This game produces a good laugh. 

SITTING BROOMSTICK OR STAFF PULL OR TUG 

Contestants sit facing each other. Place feet together with 
knees slightly bent. Grasp staff firmly. On “start” contest¬ 
ants try and pull each other to standing position. Be careful 
not to release grip suddenly. 

TWO HAND PULL OR TUG 

Same as above except that both hands are used. 

BROOMSTICK OR STAFF TUG 

Same as above except that contestants grasp a broomstick or 
staff at shoulder width. 

HORSE AND RIDER COMBAT ^ 

The contestants “pair off,” the heavier and stronger players 
becoming the horses and the lighter ones the riders. Riders 
mount to saddle position on horse’s shoulders. Group is divided 


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University of Texas Bulletin 


equally, one-half becoming Indians and the other half cowboys. 
(This adds to the interest.) Riders are furnished with straw 
clubs, flour 'Sacks filled with paper or part of a gunny sack 
filled with straw. Opposing sides line up (ready for battle 3 
yards apart). On command “charge” each side attacks the 
other. Victory is secured to the side dismounting the largest 
number of riders in a given time, 

RELAY RACES 

SKIN THE SNAKE RELAY 

The only limit on the number of players is the size of the room 
or playground. Form one or two rows (files) of six to ten players, 
with about two yards between each row. Players stand astride. The 
leader or player standing in front leans slightly forward and 
passes his right hand between his legs to the player back of him, 
who takes it in his left, and so on, until all are standing in the 
stride position, bending slightly forward with hands grasped. 
On the signal “ Go! ” the player at the end of the row lies on 
his back together and retains his grasp on the hand of the one 
in front. The whole row runs backward with feet astride (great 
care should be taken so as not to step on somebody’s face or 
trip and fall). As soon as the player who was next to the rear 
has passed over the rear player, he in turn lies on his back, and 
so on until all are down. The player in front rolls to his feet 
as soon as possible after lying down, and runs forward over the 
row, with the others following without losing the grasp of hands. 
The row which is first in running backward over each other and 
up again to position is declared the winner. The game requires 
no small amount of skill, produces a great deal of fun and is very 
spectacular. It serves nicely for exhibitions. 

VAULT, ROLL AND TOUCH RELAY 

The number of players depends on the size of the room. 
Players stand at one end of the room in two or more rows (files) 
of about ten each. In front of each row is a vaulting box, horse 
or buck, and a gymnasium mat at least ten feet long. On the 
signal ‘‘Go!” the leader in each row runs and vaults over the 
box or horse, makes a forward roll on the mat, runs and touches 


Play and Athletics 


61 


the wall and races in and touches the next one in his row, 
who proceeds to do the same thing. The. row whose players 
finish first is declared the winner. This can be made more diffi¬ 
cult by requiring each player to turn around and roll over 
backward. 


DOUBLE GOAL-SHOOTING RELAY 

Players, boys or girl old enough to throw a basket ball, any 
number. Equipment, two basket balls (volley balls or soccer 
footballs can be used) and two basketball goals. Teams are 
chosen, the players “line up” on opposite sides of the court, 
at least two yards from the goal. At the signal “Go” the first 
player on each team runs to the opposite goal and attempts to 
“cage” the ball. Should he miss he tries again and again. 
After ‘ ‘ caging ’ ’ the ball he catches it and runs back to rear goal 
and “cages” it there. The second runner in the line must do 
the same thing after securing the ball on the fly or bounce, 
after the first player’s last goal. This continues until every 
player has had a turn. The line getting through first is declared 
the winner. 

THROW AND CATCH RELAY 

Any number can play. Equipment, a basket ball, volley ball 
or bean bag. Have the teams “line up” in two or more rows 
back of a designated starting line.' About two-thirds down the 
‘ ‘ gym, ’ ’ or playground, stretch a light rope seven or eight feet in 
height. (If necessary two players can hold the rope.) On the 
signal “Go” the leader in each row races down the “gym,” 
throws the ball or bean-bag over the 1 rope, catches it and runs 
back and hands it to the second runner, who proceeds to do the 
same thing. The team finishing its players first is declared the 
winner. The game may be made- more difficult by requiring that 
the ball be thrown and caught with one hand. 

TUMBLING RELAY 

Players, any number of boys or young men. Equipment, 
“gym” mats, size 5 by 10 feet, if played indoors. Mats not 
needed when done on a lawn. Position, teams selected (gen¬ 
erally ten or more) “line up” in two or more rows (files) be- 


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University of Texas Bulletin 


hind the starting line designated on one side of the “gym.” 
The leader of each row now advances to a middle line, generally 
half way down the gym, and gets down on hands and knees 
with right side toward the players and makes a “back.” On 
the signal “Go” the one in front of each row runs forward and 
rolls over the “back” made by the leader. He now gets down 
and makes a “back” and the leader who was down races to the 
far side of the gym or around some designted point, back to his 
row, where he touches the next runner and goes to the rear 
of the row. This continues until all have in turn completed the 
course. The row finishing first is declared the winner. 

JUMP AND TOUCH RELAY 

Players, any number of boys or girls over eight years of 
age. Men and women also play it. 

Equipment .—A cord or light rope stretched across the room 
(about halfway down) with a flag or banner for each team, 
hanging three yards apart, at sufficient height to require a good 
jump to touch it. 

Position .—Teams “line-up” in two or more rows (files) at one 
end of the room back of the designated starting line. On the 
signal “go” the leader in each row (file) races forward, jumps 
and touches the banner, passes around a point designated at 
the far side and back, touches the next runner (back of the 
starting line) and goes to the rear. Each player in turn runs 
the same course. The team finishing first is declared the winner. 
This also can be played by using a hop instead of a run. 

CIRCLE PURSUIT RELAY 

Players .—Two teams of ten to twenty-five, depending on the 
size of the gym, yard or running track. 

Position .—A large circle around the gym or running track. 
All face in the same direction. Opposing players alternate 
about three yards apart. On the signal “ go ” the ‘ ‘ merry chase ’’ 
begins. Every player tries to touch the runner from the op¬ 
posing team, who is just in front of him and trying to do the 
same thing. As soon as a player is touched by one on the oppos¬ 
ing side he drops out. The run continues until the director 


Play and Athletics 


63 


blows his whistle. The side having the largest number still “in 
the running” is declared the winner. This can be made doubly 
exciting by having the runners change direction on a call or 
blowing of a whistle by the director. 

ALL-STANDING RELAY 

Divide your company into two or more lines. In front of the 
first runner in each line four Indian clubs are standing (If 
Indian clubs are not available use 2x2x12 inch blocks.) On the 
command “go” each runner in the line must take the Indian 
clubs, one at a time and place them on a spot at the other end 
of the room—run around them twice and bring them back to the 
starting line one at a time. If a club falls over it must be prop¬ 
erly placed before the runner goes ahead. The line whose 
players finish first wins the game. 

This is also played by having the clubs placed on spots 
marked on the floor with chalk, the first runner bringing them 
in from the spots and standing them in a two-foot circle, the 
'next player taking them from the circle back to the spots. 

CLUB HUSTLE FOR BOYS 

Players are again divided into two or more sections of equal 
number. An Indian club is placed in the hand of the foremost 
runner. At the word “go” he stops and passes the club be¬ 
tween his legs to the player behind him, who continues it on 
down the line. When the rear player receives it he runs to the 
head of the line and starts again. When every player has gone 
to the head of the line, and the original starter receives the 
club at the foot of the line and places it in an upright position 
at the head of the line, the game is over. The side completing 
the circuit first is the winner.., 

PROGRESSIVE BALL OR CLUB RELAY 

Players are divided into two or more lines of equal numbers 
as before. Now have the first two in each line move forward 
to spots or circles marked on the floor about three or more yards 
apart. The rest in each squad remain back of a given line. The 
first runner in each squad standing back of the line is given an 
Indian club or basket-ball (various objects can be used). On 


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University of Texas Bulletin 


the signal “ go ” he races to the first spot or circle, hands the 
object to the' player standing there and remains there. The 
player who was standing on the first stop now carries it to the 
player on the second spot and remains there. The player on 
the second stop races back and hands it to the next one in line, 
who carries it to the player on the first stop and so on, until 
every player has passed it. H 

HUMAN RELAY 

Divide off in pairs. One player in each file carries another 
from back of the starting line to the other end of the room or 
“gym” and back. Player who was carried, now takes the next 
one in the file on his back and does the same thing. The group 
transporting all its players first wins. 

WHEELBARROW RELAY 

Divide off in pairs. One player in each file takes the feet of 
the one in front of him, thus making a whelbarrow. He now 
pushes his barrow (not so fast, however, that the boy on his 1 
hands loses his balance and falls on his nose) across the gym to 
the opposite line and back again. The barrow now becomes the 
pusher and proceeds to do the same thing as the first pusher, and 
so on until all of the file have acted as barrows and pushers. 
Pile finishing first is declared the winner. 


“PASS BALL” 

BY ROY L. HENDERSON, 

Instructor in Physical Training, University of Texas 

A game which we have called “Pass Ball” was invented at 
the University of Texas during the 1914-15 season for use in 
our Physical Training Classes. It has served so well and has 
been so popular with the men that- we gladly pass it on to others. 

This game is simply a combination of football and basketball. 
The kick off, line of scrimmage, punting and passing are the 
same as in football, and the continuous passing of the ball, 
as well as the rule which prohibits advancing with the ball 
resembles basketball. 


Play and Athletics 


65 


Football is the king of outdoor sports and “Pass Ball” was 
never intended to usurp the lofty position which football holds. 
However, schools that do not have football will find an admir¬ 
able substitute in “Pass Ball.” Only a space large enough to 
play upon and a football is needed. No expensive equipment 
is necessary. The men play in track suits and tennis shoes. 

The following will serve as rules as well as explanations of 
the game: 

RULES FOR PASS BALL 

1 . The Field. —Regulation football field. 

2. The Ball. —Regulation football. 

3. Players. —Any numjber of players from nine to thirty on 
a side may play. Fifteen men shall constitute a team for match 
games. 

4. Time. —The game shall consist of two halves of 15 minutes 
each, with an intermission of 10 minutes between halves. 

5. Scoring. —Touchdown—6 points. Safety (by opponents) 
—2 points. 

6. Kick OJf. —At the beginning of each half and after each 
touchdown, the ball shall be kicked off from the kicking side’s 
40-yd. line. Teams alternate on the Kick Off. 

7. The Game. — (a) It is not necessary for the team on 
offense to make so many yards in so many downs, but they re¬ 
tain possession of the ball as long as possible. 

(b) Whenever the ball is “down,” then it is put in play by 
line of scrimmage. 

(c) Any pass, whether complete or incomplete, is good and 
any player is eligible to receive it. 

Sec. 1. No player shall advance with the ball. (Allowance 
to be made for one that catches it while running.) Penalty, 
loss of 5 yds. 

Sec. 2. If, when the ball is passed from center, the first 
player that receives it behind the line holds it for more than 
five seconds, it goes to the opponent. He shall not be inter¬ 
fered with. Penalty, loss of 5 yds. 

Sec. 3. If the ball goes out of bounds over the side lines, it 
goes to the opponents of the player that gave the impetus to 
the ball that caused it to leave the field. 


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University of Texas Bulletin 


Sec. 4. There shall be no tackling below the waist. Pen¬ 
alty, loss of 15 yds. 

Sec. 5. On any kind of a kick, the ball must be played by one 
of the opponents before side kicking the ball is eligible to play it. 
(If the ball is touched by an ineligible player, it goes to the op¬ 
ponents on the spot where it was touched.) 

Sec. 6. There shall be no tripping, pushing or unnecessary 
roughness. Penalty, loss of 15 yds. 

Sec. 7. There shall be no holding. Penalty, loss of 15 yds. 
(If committed behind the goal line by player defending the 
goal it shall count as touchdown regardless of who secures the 
ball. If committed by player on offense, it shall count as touch- 
back.) 

Sec. 8. In case of fouls, the team fouled shall always have 
the choice of the gain or the penalty. 

Sec. 9. Players must stay “On Side” until the ball is 
snapped. Penalty, loss of 5 yds. 

Sec. 10. If a player of each side catch the ball at the same 
time, it shall go to the team that last had possession of it. 

Sec. 11. In case a player catch the ball near the side or end¬ 
line and crosses the line before he can stop, the ball shall belong 
to him at the point where he caught it. If he fumbles and the 
ball rolls out, Section 3 shall apply. 

Sec. 12. If the ball is caused to go out of bounds over the 
side lines and behind the goal line by a player defending that 
goal, it shall go to the team on the offense at the point where 
the play started. 

Sec. 13. If the ball is caused to go out of bounds over the 
side lines and behind the goal line by a player on the offense, 
it shall go to the team on the defense on 20-yard line. 

Sec. 14. It shall be a foul to bat or kick a loose ball. Pen¬ 
alty, the ball goes to the opponents on the spot where the foul 
occurred. 

Sec. 15. It shall be a foul to advance with the ball by batting 
it in the air. The ball must be clearly passed. Penalty, ball 
goes to opponents on spot where foul occurred. 


GAMES CLASSIFIED FOR DEPARTMENTS 


Most of the games given in this bulletin can he played by 
grammar school and high school pupils, and in most instances 
by both boys or girls. Teachers, of course, are expected to use 
their judgment as to the suitability of the games for certain 
grades, or ages.. 

A further classified list of games for departments is given 
below. This list is taken from Emmett D. Angell’s “Play . fi 

Primary and Kindergarten 


Cat and Mouse 
Daddy on the Castle 
Kick Ball 
Chariot Race 
Dodge Ball 
Last Couple Out 
Blind Target 
Flag Race 
Mark Game 
Name Game 
Last One Out 
Blow the Feather 
Chicken Fight 
Sparrow Fight 


Rabbit’s Nest 
Bell Cat 

Drop the Hand kerchief 
Good Morning 
Advancing Statues 
Word Game 
Picture Game 
Paper Passing 
Pussy in the Corner 
Snake and Birds 
Double Tag 
Peggy in the Ring 
Blind Man’s Buff 
Circle Blind Man’s Buff 


Grammar School 


Fox and Chickens 
Ca|> Tag 
Line Tag 
Bull in the Ring 
Last Couple Out 
Three Deep 
Touch Ball 
Straddle Ball 
Straddle Pin Ball 


Ball Passing 
Pass Ball 
Indoor Baseball 
Kicking Baseball 
Curtain Ball 
Dodge Ball 
Crowd Ball 
Pin Ball 

Peggy in the Ring 







Indian Gap High School Track Team—State Champions, Class B Division, 1915 

Christi, Mitchell, Harris, Fortune, Cox, Rea 

























Play and Athletics 


69 


Snatch the Hankerehief 

Plug Ball 

-Chariot Race 

Line Football 

Leap Frog Race 

Captain Ball 

Indian Club Race 

Circle Ball 

Obstacle Race 

Bell Cat 

Water Tag 

Blind Man’s Buff 

Sparrow Fight 

Circle Blind Man's Buff 

Straddle Ball Race 

Wheelbarrow Race 

Name Ball 

Picture Game 

Medicine Ball Tag 

Number Game 

Wall Kick Ball 

Horseback Wrestling 

Yale Lock Tag 

Knapsack Race 

Prisoner’s Base 

Potato Race 

Boston 

Object Passing 

Line Interference 

Sentence Game 

Double Tag 

Tournament 

Co-ed Tag 

Wand Wrestling 

Horse and Rider 

Keep the Ball 

Blind Target 

Pin Football 

Chicken Fight 

Hicfh School 

Yale Lock Tag 

Boston 

Prisoner’s Base 

Bombardment 

Ball Passing 

Indoor Baseball 

Pass Ball 

Cat and Mouse 

Pin Football 

Touch Ball 

Pin Ball 

Straddle Ball 

Kick Baseball 

Straddle Pin Ball 

Plug Ball 

Name Ball 

Line Football 

Captain Ball 

Chariot Race 

Knapsack Race 

Leap Frog Race 

Medicine Ball Play- 

Corner Ball 

Straddle Ball Race 

Medicine Ball Tag 

Sentence Game 

Hand Wrestling 

Water Tag 

Bar Pull 

Chicken Fight 

Line Tag 

Double Tag 


70 


University of Texas Bulletin 


Snatch the Handkerchief 
Volley Ball 
Swat Ball 
Indian Club Race 
Obstacle Race 
Wheelbarrow Race 
Number Game 
Blind Man’s Buff 
Circle Blind Mail’s Buff 
Water Push Ball 


Sparrow Fight 
Three Deep 
Fox and Chickens 
Human Burden Race 
Potato Race 
Object Passing 
Wand Wrestling 
Crowd Ball 
Line Interference 
Circle Ball 


Y 


TENNIS. 

BY D. A. PENICK, 

Professor of Greek, University of Texas 

Tennis is the most universal ont-door game for all countries 
where games are played to advantage, because it can be played 
by as few as two people, because it is adapted -to both sexes 
and to all ages, because it can' be as strenuous as the indi¬ 
vidual player desires, both as to, time and intensity. 

As exercise it is preferable to most sports, because it can be 
adapted to the needs of each individual. 

In skill, tennis gives place to no game. It is now receiving 
recognition everywhere as a man’s game as well as a game suited 
for girls, women and older men. International tennis matches 
now attract crowds arid entrance fees commensurate with their 
importance. 

Another admirable feature of the tennis game is its free¬ 
dom from danger and roughness; even with this attraction it 
allows and requires as much headwork as any game in exist¬ 
ence. Court generalship makes demands that most players 
cannot command, but the dullest has a chance to sharpen his 
wits in a game of tennis. 

Tennis is especially suited to students in the schools and 
colleges because of its powers of development physically with 
‘ a minimum amount of time, because of its mental training, 
because it offers a good opportunity for exercise to the average 
student, because it introduces the student to the only game 
that he can keep up after his school days are ended. 

Tennis etiquette requires gentlemanly and ladylike conduct 
at all times. The benefit of the doubt in decisions is always 
given to the opponent. It furnishes excellent training in self- 
control. The man who cannot control himself is discouraged 
from playing the game of tennis and no uncontrolled person 
will ever make a strong dependable player. The game re¬ 
quires perfect control of mind and body, an impossibility with 






. . 












Contestants in Tennis—1917-18 






































































































































































































































































































































Play and Athletics 


73 


a man who has no control over his will or his language. Con¬ 
sideration for the man on the other side of the net is one of 
the first requisites of the game, and the player who does not 
exercise such consideration is not worthy of the game. 

Excellent books have been written about the game and how 
it should be played. A few of the best are mentioned here 
for the convenience of any chance readers: “Tennis Tactics,’’ 
By Raymond D. Little, Outing Publishing Co., N. Y.; “Meth¬ 
ods and Players of Modern Lawn Tennis,” by J. Parmley Pa- 
ret, American Lawn Tennis, N. Y.;“Tennis as I Play It,” by 
Maurice McLoughlin, George H.. Doran Co., N. Y. These 
books will be helpful to any player, especially should no one 
just beginning the game fail to read one or all of them. Every 
club should have the three of them and others if possible. 
Also every club should subscribe for “American Lawn Ten¬ 
nis,” a magazine given up entirely to the game of tennis and 
splendidly edited by S. W. Merrihew, Singer Building, N. Y. 
There is another good tennis magazine published on the Pa- 
cific coast, “Tennis Review,” California Building, Los Ange¬ 
les, Cal. 

There is no reason why every small town in Texas should 
not have its tennis club, even if there are only two people who 
want to play. Sixteen people make a good number. This 
number can play three times a week if they have two courts, 
and sixteen people can afford to keep up two courts well and 
buy the books referred to as well. Such clubs properly en¬ 
couraged in any community will go far towards eliminating 
objectionable loafing, will give the boys and young men some¬ 
thing healthful to occupy their attention, will keep their 
minds on something worth while that is at the same time play, 
will help to quicken their wits, will make them better gentle¬ 
men. Town officers can make no better investment with the 
end in view of restraining crime and cultivating clean sports 
among the young of their communities than the building and 
keeping of tennis courts for the use of the public. Such a 
practice is in vogue in practically all of the large cities of our 
country and is in large measure responsible for the increased 
interest in the game during the last ten years. Public tennis 


74 


University of Texas Bulletin 


courts have been responsible for the wonderful development of the 
game on the Pacific coast. Dallas is the only city in Texas that 
has started this plan and Dallas is the best tennis city in Texas. 
Any one interested in forming clubs or starting public courts 
can get all desired information by writing to Paul B. Williams, 
20 Broad St., N. Y. He solicits correspondence. The Exten¬ 
sion Department of the University also will be glad to answer 
such questions as it can. 

The University is trying to encourage tennis in the schools of 
the State by making it a part of the Interscholastic League. 
Tennis has been a feature of the league meets for about four 
years and has been the means of developing some good tennis 
players among the school boys. There would be much better 
results if school authorities and local communities would help 
the boys and girls with courts and equipment. Every district 
in the league has the right to send two boys to the State Meet 
in Austin the first of May each year, and we hope soon to allow 
the sending of two girls. Contests are held in both doubles and 
singles and the winners are State Interscholastic champions. 
Write to the Interscholastic League of the University for fur¬ 
ther information. 

The compass of this article will not allow any extended dis¬ 
cussion of details and so all are referred to the books mentioned 
and to American Lawn Tennis for such detailed information; 
also, get a tennis guide book from Wright & Ditson or Spaulding 
for 25 cents. However, a few very brief suggestions may be 
offered here: 

1. A hard court is preferable. Clay is best, soil that will 
not easily disintegrate. A stiff clay can be managed with the 
aid of fine sand, not gravel. The court must be level and smooth 
with a slight dip of about 3 inches from the back line to the 
center for draining. Don’t be satisfied until the surface is per¬ 
fect without depressions. To keep such a court in good condi¬ 
tion, all that is necessary is plenty of water, a marker, and a 
500 pound roller which one man or two boys can operate. Of 
course, there must be no growth on the court, and there should 
be a good surface for 20 feet back of the back lines. The dimen¬ 
sions are 78 ft. for the length, and 36 ft. for the width. The 


Play and Athletics 


75 


service line should be 18 ft. from the back line and 21 ft. from 
the net. The single court will be 27 ft. wide, which will make 
the side lines of the single court four and a half ft. from the 
outside lines. The only other line is the center line parallel 
to the side lines running from service line to service line and 
equidistant from the side lines. The posts for the net should 
be about 3 ft. outside the court: the net should be 3 -ft. high 
in the center and 3 and a half ft. high on each side. 

2. Read the books referred to for instructions about strokes. 
One point should be urged here, however. Start the process- 
of learning to serve right. Read carefully what is said in the 
rule book about foot faults and follow the rule rigidly. Both 
feet must be behind the back line when you are serving. One 
foot must be kept on the ground until the racket hits the ball. 
That means that there must be no step, no hop, no movement 
of the one foot at all. The other foot may do what it pleases, 
provided it does not cross the line until after the ball is hit. 
In general, the best service is secured by throwing the ball high 
straight above the head and hitting it while as high up as you 
can reach to hit it with force. 

3. The first essential of successful play is to keep the ball 
in play until you get a good chance to kill or make a placement 
shot. Always try to keep the ball away from your opponent, 
play it to the side lines or deep into the back court, but above 
all things get it into the court. After you learn to control the 
ball, strive to hit harder and thereby increase the pace. 

4. Position in the court is a most important factor. When 
receiving the service, play back of the back line, as it is much 
easier to run in after the ball than to run back. Stay back 
unless you get a good opportunity to go to the net. Even then 
do not go too close, preferably about half way between the net 
and the service line. Learn the back court strokes first, i. e„, 
the ground strokes. Do not get caught between the back line 
and the service line as that is known as death’s valley. You 
will nearly always be forced to hit the ball there on the pick-up, 
which is known as the half volley. When at the net volley the 
ball firmly, if possible toward either side line or deep into the 
back court. This plan of placement is better than trying to 


76 


University of Texas Bulletin 


knock the cover off the ball without regard to direction. If 
your opponent lobs to you, i. e., knocks it to you high over 
your head, get directly under it for the return. If it is fur¬ 
ther back than the service line, play it back safe; if it is nearer 
the net, hit it hard for a “ kill, ’ ’unless you have an excellent 
chance to play it safely away from your opponent. After you 
have learned to handle balls at the net either by volleying or 
killing lobs, try to get the net position and hold it. 

5. Whether serving or receiving, playing ground strokes, 
half volleys, volleys or lobs, keep your eye on the ball, strive 
to keep the ball in play until you have gotten the advantage of 
position either for a placement or a kill. Play for every point, 
never loaf, practice strokes until you learn to control them 
even at the cost of losing, keep your mind on the game, do 
not let little things annoy you, always be sweet tempered. Use 
a good racket, not too heavy, and keep it well protected in a 
dry place. Specific rules as to how to make strokes, the position 
of the feet, the fine points of the game, will be found in the 
books on tennis already mentioned. Make your school team, 
then win the the County and District meets and come to Austin 
determined to win the State championship. Write us when¬ 
ever you feel like it and ask questions freely 




Finish of a girls’ 50-yd. dash. Notice the hands thrown up so as not to hit the tape with the arms 








VI 


ATHLETICS FOR- GIRLS 

Until recently, little attention was given to athletics for girls. 
But we recognize now the truth that girls’ athletics are equally 
important with athletics for boys, although for somewhat dif¬ 
ferent reasons. A boy’s athletics afford an outlet for his in¬ 
herited fighting instinct) and must be more or less violent and 
the rivalry keen. But for girls it is not the case. Great harm 
has been done to girls’ athletics by making them merely an 
imitation of boys’ athletics. For girls, no events should be 
included that call for violent effort or great endurance. Inter- 
elass contests are preferable to inter-school contests. Team 
games are better than individual rivalry, and games in which 
large numbers can take part are most to be encouraged. Vol¬ 
ley balk is especially fine for the lower grades, but need not be 
confined to them. The shuttle relay, or single relay, when once 
introduced, will have a constant appeal and will enlist large 
numbers of pupils. Aside from the folk dances and singing 
games which should^ occupy a prominent part on the program, 
the following is suggested as a suitable list of events for a 
girls’ athletic meet. By no means should anything like all 
of the events given be tried in the same meet. Local conditions 
must determine which ones should be selected. 

Fifth and Sixth Grades 
Thirty-yard and fifty-yard dash. 

Walking with hands suspended from horizontal ladder. 

Relay race (-each girl running 30 yards) 
t Shuttle relay 
Potato relay 

Seventh Grade 

Fifty-yard and sixty-yard dash 
Volley ball 
Potato race 
Basketball throw 

Walking with hands suspended from horizontal ladder 




Play and Athletics 


79 


Relay race (each running 30 yards) 
Basketball 

Bean bag target toss 
Potato shuttle relay 

Eighth and Ninth Grades 

End ball 
Volley ball 
Pass ball relay 
Pass and goal balJ 
Basketball throw 
Basketball. 

Tennis 

Tenth and Eleventh Grades 

Volley ball 
Pass ball relay 
All-up relay 
Shuttle relay 
Basketball throw 
Corner ball or end ball 
Pass and goal ball 
Captain ball 
Tennis 


VII 


CONDUCT OF AN ATHLETIC MEET 

Any athletic meet, whether large or small, should be con¬ 
ducted in an orderly manner. Otherwise, little will be accom¬ 
plished, and pupils will fail to get the lesson of discipline which 
is by no means the least lesson to be learned from athletic train¬ 
ing. 

(1) Organization. —The following committees for anything 
like a large meet will be found helpful: 

(a) Games Committee. —The central committee to look after 
the meet generally, secure officials and hear reports from the 
other committees. 

(b) Publicity Committee .— To give announcements to the 
press, get out circulars, and keep the meet before the public in 
various ways. This committee may also act as an Invitation 
Committee. 

(c) i Finance Committee. —To sell tickets, keep the gate, take 
charge of money, and settle bills. 

(d) Ground Committee. —To see that the ground is properly 
laid off, and that the necessary equipment is provided. 

(e) Officials .— The necessary officials, together with their 
duties, are given in the Constitution and Rules of the University 
Interscholastic League. If you do not have a copy of this bul¬ 
letin, send for one. 

(3) Entries, Programs , etc. —The various commitees must 
see that entry blanks are filled out, programs published, and 
contestants properly numbered. 

A COUNTY MEET 

(1) Let the county director call a meeting of the executive 
committee early in the school year, so that the place and the 
time of the meet may be set, and steps taken to enlist a large 
number of schools in the meet. 

(2) Send to the schools of the county an announcement of 
the meet, with list of events, prizes, etc., and canvass the schools 
for entries. Be sure that all rules for the meet are duly an¬ 
nounced to all prospective contestants. 


Play and Athletics 


81 


(3) Require every school to send to the Director one week 
before the meet an entry blank showing the name of each con¬ 
testant and the events for which he enters. 

(4) As the time approaches for the meet, the various com¬ 
mittees must set to work to see that the meet is well advertised, 
officials secured and checked, grounds prepared, etc. Every¬ 
thing depends upon having things ready. Keep after the var¬ 
ious schools and get all the entries in within the time limit, 
which should be one week in advance. Do not allow any entries, 
or changes in the same, after the time is up. To do so will lead 
to constant confusion. See that all the equipment necessary for 
running of the different events, such as tape measure, jumping 
standards, pit, etc., is looked after in advance. Some one person 
should be made responsible for the equipment. 

(5) After the entries are all in, have a committee to arrange 
them, drawing for heats, places, etc. Let all the drawing for 
places on the track and for the order of trials in field events 
be done in advance, and have the same published in the program 
if you have time for this. At any rate, place a copy of the 
arrangement in heats, etc., in the hands of each official. 

(6) Publish your program showing the exact time the meet 
will be called, order of events, names of officials, lists and num¬ 
bers of contestants, with heats and places indicated. Call atten¬ 
tion in the program to the importance of everyone being on 
hand when his event is called. 

(7) See that proper provision is made for controlling the 
spectators, and do not permit them to crowd onto the field. 
Nothing will mar an athletic meet quicker or more completely 
than to allow spectators to interfere with the running of the 
different events. 

(8) Finally, see that each official is instructed as to his 
duties, and is on hand for his part in the meet. See that matters 
do not drag, but pull the events off on schedule time. If con¬ 
testants are not on hand for their respective events, go ahead 
without them. Do not try to hold a meet by having just one 
event at a time. Have separate sets of officials for the track 
events, the jumps and vaults, and the weights and run them off 
simultaneously. 


82 


University of Texas Bulletin 


LAYING OFF AN ATHLETIO FIELD 

•(a) The Track .—If yon have the room a quarter-mile track 
is the most desirable length. But a great many fields are too 
small for a quarter-mile track. Probably the one most com¬ 
monly practicable is the track with six laps to the mile. To 
lay off such a track proceed as follows: 

On a line 322 feet 2 inches long, mark off A and B, 98 feet 
6 inches from each end. With these points as centers describe 
semi-circles facing each other, with radius of 98 feet 6 inches. 
Draw tangents to these semi-circles parallel with the original 
line. These tangents, with the semi-circumferences, form the 
track, but it is measured on a line 1 foot 6 inches outward from 
the circumferences and tangents. A straightaway 100-yard 
track can be laid off diagonally across the field, or, better still, 
if you have room, let the 100-yard straightaway be along the 
side of the main track where the finish of other races are, only 
starting, of course, farther back. The 120-yard hurdle track 
should also be along this line, and should be straight throughout. 
There will be room for jumping pits, pole vault, 7 foot circle for 
shot put, hammer, etc., inside the track. But it is much better 
to have the hammer and discus throw entirely away from the 
main field, on the opposite side from the crowd. A baseball 
field can be laid by starting at one end of the longest line 
across the field, for the home-base. Also a football field can be 
laid off lengthwise the field. The best track is a mixture of good 
loam with cinders and a little clay. An all-cinder path is not 
good, as it gets too hard. The ideal path is one that does not 
get hard and dusty when dry, nor too soft when wet. 

(b) Jumping Pit. —Take-off board should be a joist 8 
inches wide flush with the ground, and the -earth should be dug 
out 3 inches deep for 2 square feet in front of the take-off. The 
earth should also be loosened in front of the take-off to a distance 
of 24 feet. The run-way for the running jumps should not be 
too hard, but the earth should be firm enough to give speed. The 
run-way should be level. 

(c) Seven-foot Circle .—The circle for the hammer and dis¬ 
cus, if not off to one side, as suggested above, should be near the 

















84 


University of Texas Bulletin 


middle of the field, the throwing being done in the opposite 
direction from the jumping and vaulting. 

(d) Baseball Field. —If the same ground is used for a base¬ 
ball field that is used for track, let the line of home and second 
base be on the line running through center of field parallel with 
the tangent as described above. Place the home base 34 feet 10 
and % inches inside the field on this line. At the point where 
track begins to curve, draw a perpendicular to the straight part 
of track, and 34 feet 10 and % inches inside track on this line, 
place first base. On the same line, 34 feet 10 and % inches from 
opposite side, place third base. From first and third bases draw 
perpendiculars to the lines going from those bases to home base. 
These will meet at second base. 

(e) Football Field. —The same ground may be used for foot¬ 
ball that is used for other events. It may be laid off somewhat 
diagonally across the track, so as to get the longest distance. 
After drawing the longest diagonal of the track, measure off on 
it 360 feet. Draw a parallel to this line on each side 80 feet 
from it. The resulting rectangle is the field of play. Thirty 
feet inside each end line, draw a parallel with it. These are 
the goal lines. The goal posts are on the goal lines, 18 feet 
6 inches apart. 

(f) Basketball, Volley Ball, etc. —These may be laid off in 
the opposite corner of the field from the jumping pit, etc., as 
stated ab6ve. The dimensions of a basketball court may vary a 
little, but are usually 50 by 70 feet. A court should not exceed 
4000 square feet. Volley ball courts vary in size to suit the 
number of players, but the standard court is 25 by 50 feet. The 
details about dimensions, etc., may be found in the 10-cent 
volumes on the various games, published by the American 
Sports Publishing Company, New York. 

EQUIPMENT FOR ATHLETIC MEETS 

(1) General. —To conduct an athletic meet properly, you 
should have, besides a well laid off ground, the following: Sev¬ 
eral good measuring tapes, plenty of lime for marking stakes, 
hammer, saw, etc., one or more balls of twine, stop-watches, 


Play and Athletics 


85 


starter’s pistol, entry blanks, score cards, programs, flags, relay 
sticks, competitors’ numbers, and megaphone. 

(2) Running .—All straightaway races should be run in 
lanes, one for each runner, the lanes being marked off with lime 
or whitewash or with stakes. For the hurdle races, use ten 
hurdles for each runner, each being 30 inches high. The hurdles 
can be very easily made by the students, out of light strips of 
pine, using two short strips at the bottom of the frame for it 
to rest on. 

(3) Jumping .—For the broad jump, have a board 8 inches 
wide and 3 feet long sunk flush with the earth for the take-off 
board. Fasten the board in the ground with bolts at least 2 
feet long. In the high jumjp, make two uprights as follows: 
Two spruce or pine poles 2 inches by 2 inches by eight feet long. 
Use for base of each upright two strips 22 inches by 4 inches by 
2 inches. Use ordinary shelf brackets to brace the uprights on 
the bases. Bore holes through the uprights 1 inch apart, begin¬ 
ning 18 inches above the ground. About 4 feet from ground 
the holes should be every quarter inch. Run a fish cord through 
the holes, and attach two shot bags for weights. Be sure that 
cord does not sag in the middle. It is always best at important 
meets to use a stick for cros-bar instead of a cord, and the 
stick should always be replaced with the same side up. If stick 
is used, let it rest on small pegs, which should point in the di¬ 
rection of the jump, and reach not over 3 inches from the up¬ 
rights. 

(4) Pole Vault .—Uprights for vaulting may be made similar 
to those for jumping. In fact, the same ones may be used, pro¬ 
vided they are high enough. The pole should be 12 or 14 feet 
long, and the best material is spruce. Each contestant ougJit to 
have his own pole. 

(5) Weight Events .—A 7-foot circle may be made from old 
wagon tires. The toe board is easily made, and consists of a 
piece of wood four feet long and curving with the circle, and 4 
inches high. As in the case of take-off board, it should be firmly 
fastened to the ground with long rods driven down at least 2 
feet. 

A shot, hammer, discus, etc., should be furnished by the man- 


86 


University of Texas Bulletin 


agement of the meet. But a contestant may use his own ma¬ 
terials if they are correct in weight, size, etc. 

A FEW DEFINITIONS 

(1) Amateur and Professional. —Briefly, an amateur is one 
who takes part in athletic contests for the love of them, or for 
the benefit, physically, or otherwise, to be derived. 

A professional is one who competes in athletics for a living. 

In order to protect and encourage amateur sport, the Amat ur 
Athletic Union and similar organizations have drawn very strict 
lines between an amateur and a professional, and as a rule those 
who enter contests under the direction of amateur organizations 
are forbidden to compete with professionals. An amateur be¬ 
comes a professional when he competes for money or other valu¬ 
able consideration, when he becomes connected with a profes¬ 
sional club, or when he competes with or against professionals. 
The detailed rules on this point are found on pages 98 and 99 
of No. 12A of the Spalding Athletic Library. 

(2) Novice. —A novice is one who has never won a prize of 
any kind in an athletic contest. 

(3) Handicap and Scratch. —A scratch race or contest is one 
in which all contestants have the same chance. In a scratch race, 
all start from the same line and at the same time. A handicap 
is an allowance in time or distance in favor of one or more of 
the contestants. Very often it is desirable to have handicap 
events. A meet among the students of the same school or town 
where there is great difference as to ability may be made ex¬ 
tremely attractive and interesting by having handicap events. 
For instance, suppose in a 100-yard dash there are five boys, and 
at the time the winner crosses the line No. 2 is two yards behind 
him, Nos. 3 and 5 and are each 1 yard behind No. 2, and No. 5 
is six yards behind Nos. 3 and 4. Then handicap them as fol¬ 
lows : Set No. 5 on the line. Set Nos. 3 and 4 six yards back, 
No. 2 seven yards back, and No. 1 nine yards back. That gives 
all an equal chance to finish first. 


VIII 



Outdoor exercise at Mooreville Rural School, Falls County, by means of 
a giant stride made by the pupils and their teacher, R. H. Moodie. 

The improvement of the playground should be carefully 
planned before any work is done on it. Any change in the loca¬ 
tion of apparatus after it has been erected will be wasteful and 
expensive, and any change in the distribution of pupils will re* 
quire a change of apparatus. 

The plan is important in every detail, from the grading and 
surfacing of the ground and the distribution of the children to 
the erection of the last piece of apparatus and the planting of 
trees and flowers. 


PLAYGROUND EQUIPMENT 


BY C. C. FOSTER, 

Principal of Alexander Hogg High School, Fort Worth, Texas. 


The first essential of playground equipment is a play leader. 
Without a leader, the most elaborate applances will be a waste 
of money and effort in obtaining them. Every teacher can, to 
a limited extent, become a play leader, granted that there is an 
abiding love for the free, joyous expression of children’s lives 
in play. 









Model Playground—Cut furnished through the courtesy of Fred Medart Mfg. Co., makers of playground apparatus, St. Louis, Mo. 





































Play and Athletics 


89 


The ground should be graded so that it will drain without 
washing away the surface. If the slope and extent of the ground 
make a terrace necessary it should be sodded with squares of 
living grass to prevent the wearing away of the terrace. Level 
ground is very necessary for any kind of game, or apparatus. 
A grade of five inches to the one hundred feet has been found 
satisfactory. If the surface is properly constructed it will be 
easily kept in good condition with this grade. The best surface 
is probably the clay and sand combination. Put on pure clay 
two inches deep after the ground has been graded and well rolled 
with a heavy roller, a steam roller if possible. After the clay has 
been leveled with a rake and powdered as much as possible, apply 
a coating of sharp sand—the sand specified in all concrete work. 
Roll again and sprinkle on more sand. Then sprinkle with water 
until the clay is moistened and allow to remain till next day. 
Sand the surface if any clay shows and roll thoroughly. It will 
be necessary to put a-little sand on in low places occasionally, 
but there will never be any stones to come through. A ground 
of this kind is suitable for games, drills, dances, and evening 
entertainments. 

If the children are kept off of it during extremely wet weather 
it will dry quickly and there will be no mud and dirt to track in. 
Furthermore, the saving in shoe leather will pay for the surfac¬ 
ing in a year or two. 

The distribution of the children should be made according to 
age and sex, and space provided for their several occupations. 
This is not only to protect the weak from the strong, the younger 
from the. older, but because their interests and activities vary 
according to certain well known principles of child development. 
There are stages of development of the play instinct analogous 
to the stages of mental development of the child. The very 
young child is content to play alone with his toys. Later he 
craves society, as the social instinct begins to develop, and likes 
to play in groups, but not in a team. At eleven or twelve the 
team spirit begins to develop—the gang spirit and the gang- 
leader. This is fundamental and most important. Here, on the 
playground, in their games, leadership and co-operation are 
learned and developed, most important functions of citizenship. 










I 


A practical slide—Courtesy of Fred Medart Mfg. Co., St. Louis, Mo. 





































Play and Athletics 


91 


Therefore ample space and equipment for games involving team 
work should be provided for all the pupils over ten or eleven 
years of age. Football and baseball require too much space to 
be considered. Basket ball, volley ball, and playground ball are 
very popular with both sexes at all times of the year wherever 
they have been tried. The minimum space for basketball or 
volley ball is about fifty by thirty feet, and for playground ball 
or indoor ball fifty by one hundred feet. Spaulding supplies the 
rules for these games. 

Therefore the plan for the playground should contemplate a 
space for small children, equipped with suitable apparatus, and 
separate spaces for the larger boys and girls, properly divided 
off for as many team games as possible and equipped with some 
aparatus. For the primary pupils the apparatus is of first im¬ 
portance; for the larger pupils the game equipment should be 
provided first and apparatus supplied as funds permit. 

The selection of apparatus and its location on the ground 
should be carefully planned before any work is done. For small 
children use the swings, slides, giant strides, see-saws, sand¬ 
boxes. It has been found that these children seldom use the 
horizontal bar if these other things are provided. For the 
larger pupils the boys like the traveling rings, slides, horizontal 
bars, vaulting bar, parallel bars, and horizontal ladder; and the 
girls prefer the swings and horizontal ladder. All ages and 
sexes like the giant stride. Boys like the trapeze and trapeze 
rings but they are very dangerous and should never be put up. 
The large group swing has no place on the playground because 
it encourages inactivity and laziness. 

Directions for construction for any of the apparatus men¬ 
tioned above will be found on the following pages. 

EQUIPPING A PLAYGROUND AT LEAST COST 

The exorbitant cost of manufactured playground apparatus 
places it beyond the reach of most schools. Recently, however, 
a number of practical teachers have solved this problem of cost 
by the construction of home-made appliances. Home-made ap¬ 
paratus has the advantage of cheapness, but it often lacks that 
other essential, durability. The problem of supplying really- 



school playground—Courtesy Fred Medart Mfg. Co., St. Louis, Mo 





















Play and Athletics 


93 


serviceable and durable apparatus at the lowest possible cost 
has been worked out satisfactorily and the descriptions and pic¬ 
tures in this bulletin are intended to assist the teachers of Texas 
in equipping their playgrounds with home-made apparatus. The 
actual cost of each piece described was from one-third to one- 
fifth the cost of the manufactured article. The exact cost will 
vary slightly with the varying prices of the material in different 
localities, but the local dealers can furnish you with this cost 
if you will take the bill of goods for the different pieces given 
below. Boys from 12 to 16 years of age in any school can make 
any of the appliances if properly directed by their teachers. 

TOOLS NEEDED 

The tools used in the construction of the apparatus were as 
follows: 

Pipe vice large enough for 2y 2 in. pipe. 

Pipe cutters large enough for 2 in. pipe. 

Hack saw. 

Set of stock and dies for threading pipe from 1 y 2 in. to 2 in. 

Two 36-in. Stilson wrenches; one 18-in. wrench, one 10-in. 
wrench. (These were rented.) 

Blacksmith’s post drill with y 2 in. and 1 in. bits. 

Set of dies for threading y 2 in. bolts. 

Spirit level. 

Emory wheel. 

Hampers, saw, brace and bits. 

Post-hole diggers, spades, and shovels. 

GENERAL SUGGESTIONS 

All pipes and pipe fittings used in the following apparatus 
are galvanized, except flange unions and bolts and parts of the 
giant stride. Any iron not galvanized is painted with a coat of 
radiator bronze to prevent rust. All bolts should be bradded 
to prevent loss of taps and consequent injury to apparatus. All 
apparatus should be inspected daily and weak places repaired 
when necessary. This may prevent accidents. 

In all the concrete work the proportions are 3 sacks of cement 
to a cubic yard of gravel. Mix gravel and cement thoroughly 


carrioqe 





csj 

bh 

•rH 


-Adder - &- Slide o 
Fig. 1 




























Play and Athletics 95 

before wetting and after pouring into holes allow 24 hours to 
harden. 

It is well to have sand 3 or 4 inches deep under all the ap¬ 
paratus. 


THE SLIDE 

The slide (Fig. 1) consists of a 12 ft. vertical ladder, from 
the top of which two 20 ft. pipes, 12 in. apart, extend towards 
the ground at an angle of about 50°. The lower ends of these 
pipes are fastened by half-ells to two 4 ft. pipes which are set 
in 2 ft. of concrete. The ladder is also set in 2 ft. of concrete, 
leaving 12 ft. clear above ground. 

The slide is of iy 2 in. pipe, sides of ladder of 2 in. pipe, pipe 
across top of ladder 2 ins. by 18 ins. and connected to ladder by 
2 in. ells. This pipe has, two %-in. holes drilled through it 14 
in. apart through which the bolts pass which are to hold the 
slide, as shown in figure 2. Two 1^2-in. caps are prepared for 
the taps of the pipes for the slide by drilling a y 2 - in. hole in the 
center of each, filling, the hole square, into which a carriage bolt 
y 2 - in. by 3-in. fits. (See fig. 2.) The caps are ready to bolt to 
the cross pipe. The pipes for the slide are screwed into the caps 
after the ladder has been set up in the holes and then the 4-ft. 
pipes for the bottom of the slide are dropped into place in holes 
2 ft. deep and are then screwed into the 45 degree ells at the 
bottom of the slide. 

The ladder is 14 ft. long, 12 ft. above ground and 2 ft. in 
concrete. There are 7 rounds, 1 ft. apart, beginning 2 ft. above 
ground. Rounds are of %-in. pipe, 20 in. long, tapered at the 
ends to fit into 1-in. holes. The sides of the ladder are drilled 
with 1-in. holes to let in the rounds, and into the holes for the' 
top, the middle and the bottom rounds a y 2 - in. drill is inserted 
and holes made for machine bolts, y 2 - in. by 22-in., which pass 
through the rounds and the sides of the ladder and hold it to¬ 
gether. If these bolts are not easily obtained they may be made 
of y 2 -in. iron rods, threading both ends for taps. 

If this piece of apparatus is not attached to others it will 
need braces on each side of the ladder. These are made of %-in. 
pipe, flattened at the top for 6 inches, bolted to the sides of the 







. 




A triple slide—Courtesy Fred Medart Mfg. Co., St. Louis, Mo. 

















Play and Athletics 


97 


ladder 8 ft. 6 in. above the ground, and set in concrete 6 ft. 
from the bottom of the ladder. 

However, it is more economical to construct the slide in con¬ 
nection with swings as shown in Fig. 3. Here the ladder takes 
the place of a post supporting the swings, and the slide acts as 
a brace for the swings, and the swings brace the slide. Where 
connected to swings the ladder is fastened at the top to the 2%- 
in. pipe used for support of swings, instead of to the 2-in. cross¬ 
pipes. 

The holes for the rounds of the ladder must be drilled exactly 
in line. For this reason it is advisable to have this part of the 
work done by the people who sell the pipe. 

the swings 

A 2i/2-in. flange union (see Fig. 4) is screwed to the end 1 of 
each post, 2%-in. by 14-ft., and the posts are set in holes 2 ft. 
deep and concrete poured in, pipes being plumb and the tops 
being exactly in horizontal line. Braces of % in. pipe, flattened 
at the top, are bolted to the posts 8 ft. above ground and set in 
2 ft. of concrete, about 6 ft. from the bottom of the post. (See 
Fig. 3.) The posts are placed in line at intervals of 10 ft. After 
the concrete has had 24 hours to harden, the pipe for supporting 
the swing is placed on top of the posts and bolted to flange 
union as in Fig. 4. This pipe is 2%-in. by 20-ft. 6 in., with 
%-in. holes drilled through it in line at intervals, as follows; 15 
in., 18 in., 15 in., 18 in., 15 in., 18 in., 36 in., 15 in., 18 in. 
Eye-bolts i/^-in. by 4-in., are put through the holes and bolted. 
Chains for swings are fastened to these by lap links. Seats are 
made of pine boards, 1-in. by 4-in., by 18-in., holes being bored 
2 inches from ends for chains. Porch swing chains are used. 
Well chains or open link chains will not stand the strain ; the 
links spread and chains com-e apart or break. If porch chains 
are not obtainable, a heavier chain with welded links may be 
used. 

Pipes come in random lengths of 19 ft. to 22 ft. Specify a 
minimum! length of 20 ft. and maximum length of 21 ft., and 
if it comes less than the 20 ft, 6 in. make the first hole less than 
15 ins. from the end, deducting from 15 one-half the difference 
between the length of the pipe and 20 ft. 6 in. 


98 


University of Texas Bulletin 

J*± 



J3QMETRJC 3ECTI0H OF OiJDt AMD OWINGO 

Jf. X.CTIOHO . IL 3WIMQ3 . £. SLIDES. 


Fig. 3 


GIANT STRIDE 

The Dutch swing or giant stride consists essentially of a 
strong post securely planted in the earth and fitted at the top 
with a revolving device to which ropes may be attached. 

The post A, Fig. 5, is of 4-in. pipe 15 ft. long, imbedded in 
3 ft. of concrete. The hole for the concrete is jugged out at the 
bottom to a diameter of 3 ft. with only a small opening at the 
top. 

After pouring concrete in around post, plumb the post with 
a spirit level and allow it 24 hours to harden. 

The device set in the top of the post is made from a part of 
the spindle (C, Fig. 5) and hub T. of a castaway buggy. Black¬ 
smiths usually charge 25 cents tor the old hub and the spindle 



Detail showing 
CoKH-fcnon. or- Pipe 

WITH UP-EIOMT5 


: SWINGS 



















Play and Athletics 


99 


cut off about 18 ins. from the shoulder. Have the smith cut 
out an iron disc (B, Fig. 5) ^-in. thick, 5 in. in diameter, with 
a hole in the center into which the spindle drops to the shoulder.. 
With a cold chisel notch out 4 shoulders on the lower side of 
the disc to hold it in center of pipe. From the tinner get 
another disc, J, for the lower end of the spindle. Have this 
made of heavy sheet metal. Cut it 3% in. in diameter with a 
square hole in center to fit the spindle, and after putting it on 



03053 Seen on 
or 

Gjajtt Gtwde* 


Fig. 5 


Pfr-RSPfrCTIVf: VlErW 
of- 

Qiamt 



Fig. 6 


notch out the spindle with a cold chisel (see K, and Fig. 5) 
to hold the disc in place, or have the tinner solder it on. This 
holds spindle in center of pipe. Place this in the top of post. 
A ball-bearing washer, F, is then dropped down over spindle, 
then balls, then another washer F, and then another disc, G. 



















100 University of Texas Bulletin 

This disc G is not necessary if the hub fits over the ball bearings 
properly. 

The hub, T, is prepared by removing the old spokes and 
putting a disc I in their place, drawing together the sides of 
the hub plates with bolts, H. This disc I is %-in. thick, 10 in. 
in diameter, with a hole in the center sufficiently large to allow 
the disc to fit over the hub. The bolts, H, hold the disc and the 
hub together. 

Four hooks, L, made by the blacksmith out of half-in. rods, 
are bolted to disc and ropes are attached by means of 2-in. 
rings. After tying the rope to the ring wrap tightly with wire 
as shown in cut. The ropes* should extend to within 3 ft. of the 
ground and should be of %-in. or %-in. rope. They may be 
removed when the apparatus is not to be used. 

Several of the giant strides have been put up in Fort Worth 
at a cost of approximately $10.00, including post, blacksmith 
work, and all materials. The ball bearings may be ordered from 
Flint and Walling Windmill Co., Fort Worth, Texas, if local 
dealers cannot supply them. Specify 2 washers and a race of 
4 balls, center hole in ball race and washers being 1%-in. to 2-in. 
in diameter, according to the size of your buggy spindle. 

Where a giant stride is found it is by far the most popular 
piece of apparatus on the playground. 

HORIZONTAL LADDER 

The materials for the horizontal ladder shown in Fig. 7 cost 
$10.00. The ladder is 7 ft. high and 14 ft. long. The sides are 
of 2-in. pipe, the rounds of %-in. pipe. The rounds are 16 in. 
long, tapered at the ends on an emory wheel so as* to fit tight 
in 1-in. holes. Half-inch rods running through the rounds at 
each end of the ladder and in the center hold the parts together. 
Also, one round is bolted 2 ft. from the ground at each end. 

HORIZONTAL BARS 

The horizontal bars are among the most important of play¬ 
ground appliances for the large boys. The cost need not be 
great. 

Construction .—For uprights, use 2-in. pipes, and for bars 
use l^-in. pipe. Place uprights 5 ft. apart, and bars 7 ft. from 


Play and Athletics 


101 


the ground. Insert uprights in holes 2 ft. deep, fix them plumb 
and fix the bars level. Pour concrete in the holes and allow 24 
hours in which to harden. 


VAULTING BAR 

The uprights, A, of the adjustable bar, F, shown in Fig. 8, are 
of 2-in. galvanized iron, 16 ft. long, imbedded 2 ft. deep in 
concrete, and connected at the top by a 2-in. pipe. Half-inch 







0 

IS 

r 

t* 

I 



-Isometric* View*- 
‘Horizontal - Ladder- 


r—** 



*I&)Metj?i c- View* 

PARALLEL BARS 



holes are drilled 2 in. apart, beginning 30 in. from the ground, 
and continuing to 7 ft. The bar, F, is of 1%-in.' pipe, with a 
2i4-in. tee, G, at each end. A half-inch hole is drilled through 
each tee for the bolt, which passes through the tee and the up- 













































102 


University of Texas Bulletin 


right, holding the bar at any desired position. The braces, H, 
are of %-in. pipe, flattened at the top, I, bolted to the upright 
10 ft. from the ground, and the bottom imbedded in 2 ft. of 
concrete. . There are no braces on the right upright shown in the 
picture, it being connected at the top to the large athletic frame 
(Fig. TO) at D by means of a 2-in. by 2 1 /2-in. bushing. 

PARALLEL BARS 

The uprights for the parallel bars are of 2-in. pipe and the 
bars of 1%-in. pipe. The uprights are set in concrete 2 ft, 
deep and extend 4 ft. above ground. They are connected to 
the bars by means of ells. The bars are 7 ft. and the dis¬ 
tance between them is 14 inches. 

traveling rings 

The support for the traveling rings (see Fig. 10) is a 2%-in. 
pipe 25 ft. long, 14 ft. above ground, and horizontal, %-in holes 
are drilled through this pipe at intervals of 6 ft. A %-in. iron 
bar, shaped into an eye-bolt, is driven through the hole and 
bolted at the top. (See Fig. 10.) From this hook is suspended 
a ring 2 in. in diameter, to which a chain 6 ft. long is attached 
by means of a lap link. Another lap link at the bottom of the 
chain attaches it to a 4-in, link through which the large ring 
passes. This large ring is made of iron rod 1 in. in diameter. 
The inside diameter of the ring is 8 in. The hooks and lings 
are made by a local blacksmith. The chain is found at the 
hardware store. It is galvanized. If the ring is in constant use 
or is taken indoors at night, paint is unnecessary. 

Radiator bronze will protect the bolts and small connecting 
rings from rust and make them conform in appearance to the 
galvanized pipe of the frame. 

Trapeze rings should not be put up because they are danger¬ 
ous. Pupils should not be allowed to climb up on ladder and 
catch ring, swinging out from the ladder, because this practice 
is dangerous. The rings should be locked when supervisor is 
not present to prevent misuse. Pass a chain through two or 
three of the rings and draw them to a ladder or post and lock 
the ends of the chain. 


Z5‘-0 



•Traveling ‘ and-Slipes* 

Fig. 10 














































104 


University of Texas Bulletin 


THE ATHLETIC FR.AME 

(Fig. 10.) 

The athletic frame is for supporting flying rings, climbing 
ropes, and slides. It is 14 ft. high, 20 ft. wide at the top, and 
25 ft. long, not including the four slides which extend 16 ft. 
further at each end. 

The ladders for slides are made as directed for Fig. 3, except 
they extend 14 ft. above the ground. Two ladders for one end 
are, set up with the outside posts 12 ft. apart. At a distance of 
24 ft. the ladders for the other end are set up. In line with 
the outside posts of the two ladders of opposite ends a 2^-in. 
post is set up, being 12 ft. from -each ladder. Similarly another 
post is set up in line with the ladders of the other side. These 
posts are 12 ft. apart, outside measurement. To the tops of the 
ladders and posts are screwed flange unions, as shown in Fig. 4. 
All of these must be exactly in a horizontal plane, the spirit 
level applied to a straight edge placed on top of the flange 
unions. 

After this part of the frame has been set up and concrete 
poured in, it should not be shaken or handled in any way for 24 
hours giving concrete time to harden. Cross pipes 20 ft. long 
are then bolted on top to the flange unions (Fig. 4). In the 
center and at each end of these cross pipes 2 half-inch holes 
are bored, 4 inches apart on centers. The 25-ft. pipes (supports 
for traveling rings described a*bove) are then bolted to these 
cross pipes by means of U-shaped bolts, made of %-in. rods, 
which pass through the holes in the cross pipes. 

These cross pipes are also drilled with %-in. holes for attach¬ 
ing the slides, as described above and shown in Fig. 2. These 
holes are at an angle of 45° to the holes for the U-shaped bolts. 
The first hole for slide is 4 ft. 6 in. from the end of pipe and 
the second is 15 in. on centers from the first. 

A climbing rope may be substituted for a ring at any corner 
of the frame. The rope should be 1 in. in diameter or larger and 
should be attached by means of a hook instead of an eye-bolt, 
so that it may be kept out of the weather when not in use. 


Play and Athletics 


105 


MATERIALS NEEDED 

The materials needed for the apparatus shown in the photo¬ 
graphs are as follows: 

Horizontal Bars, Bill of Material 
For the first bar 7 ft. high: 

2 pipes, 2 in. x 9 ft.; 1 pipe, 1% in. x 5 ft., 2 tees, 2 in. x 

1% in- 

For each additional bar 7 ft. high: 

1 pipe, 2 in. x 9 ft.; 1 pipe, 1% in. x 5 ft.; 1 tee, 2 in. x 
iy 4 in. 

1 yd. gravel and 3 sacks cement for 12 post holes. 

Machine Shop Work 

For first bar: 

2 cuts and 2 threads 2 in. pipe. 

1 cut and 2 threads 1*4 in. pipe. 

For each additional bar: 

1 cut and 1 thread 2 in. pipe. 

2 cuts and 2 threads 1 x / 4 in pipe. 

The Slide, Bill of Material 

Ladder: 2 pipes, 2 in. x 16 ft., or 11 ft., if for small children. 
7 pipes, % in. x 20 in. 

3 bolts, y 2 in. x (machine bolts) 21 in. 

Slide: 2 bolts, % in. x 5 in. 

2 caps for 1% in- pipe. 

2 half ells (15 degree ells) iy 2 in. 

2 pipes, iy 2 in. x 20 ft. 

2 pipes, 1 y 2 in. x 1 ft. 

Machine Shop Work 
2 cuts a!nd 2 threads, 2 in. pipe. 

7 cuts and 1 thread, % in. pipe, and tapering same to 1 in 
outside diam. 

4 cuts and 4 threads, 1 y 2 in. pipe. 

14 holes, 1 in. diam.; 2 holes % in. diam. 


106 University of Texas Bulletin 

Horizontal Ladder, Bill of Material 

2 pipes, 2 in. x 14 in. 

4 pipes, 2 in. x 9 ft. 

15 pipes, % in. x 20 in. 

4 ells, 2 in. — 2 in. 

5 bolts, % in. x 24 in. 

% sack cement; 1/5 yard gravel. 

Machine Shop Work 

6 cuts, 8 threads, 2 in. pipe. 

30 1-in. holes, 10 %-in. holes. 

15 cuts, % in. pipe. 

30 ends %-in pipe tapered to 1 inch outside diam. (% in. is 
inside diam.) 

Giant Stride, Bill of Material 

1 pipe, 4 in. x 15 ft. with coupling attached. 

1 buggy spindle with 2 ft. of axle, and hub to match. 

1 plate (sheet iron) % in. thick, 10 in. in diam., with hole in 
center to fit hub and 4 %-in. holes for hooks. 

4 hooks of %-in. iron with shanks 2 in. long (threaded for 
taps) with taps. 

4 rings 2 in. in diam. 

4 ropes, % in. in diam., 14 ft. long. 

% yd- gravel and % sack cement. 

1 set ball bearings. 

Traveling Bings, Bill of Material 

A support 2% in. pipe, 25 ft. long, 14 ft. high (see Fig. 10), 
15 eye-bolts % in. iron with shanks 5 in. long (threaded for 
taps) with taps. 

15 rings 2 in. in diam. 

30 lap links, 1% in. 

15 chains 6 ft. long. 

15 rings of 1-in. iron, 8 in. in diam., with 4-in. link of 3/16-in. 
iron in each. 


Play and Athletics 
Vaulting Bar, Bill of Material 


107 


2 pipes, 2 in. x 14 ft. 

1 pipe, 2 in. x 5 ft. 

1 pipe, iy 2 x 5 ft. 

4 pipes, % in. x 12 ft. 

2 ells, 2 in. 

2 tees, 2% in. x 1% in. 

4 bolts, % in. x 3 in., 2 bolts, 6 in x % in. 

% sack cement; % yard gravel. 

Machine Shop Work 

3 cuts, 4 threads, 2 in. pipe. 

8 cuts, 2 threads, 1% in. pipe. 

4 cuts, 4 threads, % in. pipe. 

52 %-in. holes. 

4 %-in. holes. 

Athletic Frame, Bill of Material 

4 slides (see bill of material above). 

3 pipes, 2% in. x 20 ft. 

3 pipes, 2% in. x 25 ft. 

3 pairs flanges, 2% in. 

10 %-in. rods, 23 in. long, with taps (rods threaded for taps). 

9 %-in. rods, 30 in. long, with taps (rods threaded for taps). 
Unless slides, are attached braces will be needed. 

For braces, 4 pipes, 2 in. x 16' ft, flattened at one end, for 
bolts. 

8 bolts, % in. x 5 in. 

Machine Shop Work 

3 cuts and 1 thread, 2% in. pipe. 

26 %-in. holes in 2% pipe. 

15 %-in. holes in 2% in. pipe. 

38 %-in. bolt threads. 

15 %-inch. bolt threads on eye-bolts. 


108 


University of Texas Bulletin 


APPARATUS MADE OF WOOD 

BY C. A. JAMESON, 

Fannin School, Houston 

TEETER LADDERS 

The teeter ladder is very substantially made of white oak 
and is 12 ft. long. It is suspended at its middle point by two 
hangers. The hangers are made of iron. A broad strap with 
an eye is bolted securely to the center of the ladder. A rod 
% in. in diameter is fitted with hooks and reaches from the 
ladder to the beam where it articulates with a hook made of 
% in. iron. The ladder, if properly hung, balances almost per¬ 
fectly on the two hangers. .Pupils grasp the rungs and jump 
up and down. This device/is somewhat dangerous, but it gives 
splendid exercise and is very fascinating to the players. 

SWINGS AND SEE-SAWS 

Erect a frame work 24 ft. long and 8 ft. high. Set 3 posts 
4 ft. in the earth, and let them extend 8 ft. above. At the 
top fasten securely a beam 4 in. by 6 in. by 24 ft. For up¬ 
rights use beams 4 in. by 6 in. by 12 ft. Set in line 12 ft. 
apart. This frame work will carry 8 swings, allowing 3 ft. 
for each. 

Use % in. hangers and set them 18 in. apart. For seats 
use 1 in. by 6 in. by 22 in. oak or yellow pine reinforced. Round 
off the corners and edge of the seat board and bore two holes 
in each end. These holes should be two in. from the end and 
2 in. apart and should be 2 in. in diameter if a chain is used. 
If rope is used, bore two holes only and put them in the exact 
center of the board and 2 in. from the ends. 

If the exact length of overhead beam is 12 ft. inside the up¬ 
rights, commencing at the upright on either end bore the first 
hole 12 in. from the upright and the others as follows: 18 in., 
15 in., 18 in., 15 in., 18. in., 15 in., 18 in. (i. e., the second should 
be 18 in. from the first, the third 15 in. from the second, ana so 
on). The second section will be a duplicate of the first. 

For hangers, procure %-in. bolts 10 in. long, cut off the heads 
and turn a hook, using about 3 in. to 4 in. for the hook. If rope 


Play and Athletics 109 

is used, metal eyes should be used to take the wear, or the rope 
will not last long. 

SEE-SAW 

The old fashioned sew-saw is quite a favorite with the chil¬ 
dren and can be constructed very cheaply. Set three 6 in. by 
4 in. by 7 ft. pieces 4 ft. in the earth. Surmount by a 4 in. by 
6 in. beam and fasten to posts with iron clamps or log screws. 
This frame will carry from four to six boards. For boards pro¬ 
cure 2 in. by 12 in. by .16 ft. heart pine. Suspend to frame by 
two hangers mlade by cutting the heads off bolts of suitable 
length—10 in. for the upper and 8 in. for the lower. Turn the 
hooks on the ends. Use %-in. bolts. It will be well to reinforce 
the boards with a piece of 2 in. by 12 in. by 8 ft., as the center 
may be subjected to a very heavy strain. 

MERRY-GO-ROUND 

A splendid “merry-go-round” or “flying jenny” was made 
by the pupils of the Fannin School in Houston, as follows: 

Set a good strong post in the ground about 4 to 6 ft.' Fit the 
upper end with an iron plate and bore a hole through the plate 
and at least 10 in. in the post. The hole should be at least 1 
in. in diameter. The top of the post should be at least 6 ft. 
from the ground. The overhead beam should be 4 in. by 6 in. 
by 12 to 14 ft. Bore a hole 1^4 in. i n diameter through the 
center and fit an iron plate on beam to take up the wear. By 
means of ropes or /hangers attach bars or seals to ends of this 
beam. T^vo or four children ride at a tiire while others push. 
This plan can be greatly improved if you have the means and 
so desire. It can easily be arranged to carry four to six 
beams and two to four passengers to each beam. To do that, 
fit the top with a revolving device and fit the post with a plate 
and a pair of collars. Let the ends of the beams abut upon 
the post 6 to 8 ft. from the ground. With an iron band or 
braces, stay ' the beams in place and support the outer ends 
with rods attached to the revolving device. Attach bars to the 
beams. The players hold the bars and run until they acquire 
considerable momentum when they swing free of the ground 
for a time. This is good exercise and glorious sport. 


110 


University of Texas Bulletin 


BIBLIOGRAPHY 


(1) Athletics 


The following numbers in the Spalding Athletic Library, pub¬ 
lished by the American Sports Publishing Company, New York, 
will be found very helpful: 


No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 

No. 


12A. Official Athletic Rules. 

87. An Athletic Primer. 

252. How to Sprint. 

255. How to Run 100 yards. 

174. Distance and Cross-Country Running. 
259. How to Become a Weight Thrower. 
246. Athletic Training for School Boys. 

231. Schoolyard Athletics. 

314. Girls’ Athletics. 

156. Athletes’ Guide. 

302. Y. M. C. A. Athletic Handbook. 

1. Official Baseball Guide. 

2R. Strokes and Science of Lawn Tennis. 

2. Official Football Guide. 

2A. Official Soccer Football Guide. 

4. Official Lawn Tennis Annual. 

7A. Official Basketball Guide for Women. 


Other good books on athletics are: 

Steelier: Guide to Track and Field Work. McYey Publish¬ 
ing Co., Philadelphia (1229 Archer Street). 

Clark: Practical Track and Field Athletics. Duffield & Co. 
Lee: Track Athletics in Detail. Harper Bros., New York. 
AVithington: The Book of Athletics. 

Lothrop: Lee & Shepard, Boston. 

Crowther: Rowing and Track Athletics. Macmillan Co., New 
York. 

Camp: The Book of Football, The Century Co., New York. 
Evers: Touching Second. Reilly & Britton, Chicago. 

U. S. Government Printing Office: ! Athletic Handbook for the 
Philippine Public Schools. 


Play and Athletics 


111 


Hammer: Athletics in the Public Schools. The Playground 
and Recreation Association of America, 1 Madison Avenue, New 
York. 

Vaile: Modern Tennis. Funk & Wa'gnalls, New York. In¬ 
valuable for the tennis player. 

Barbour: Book of School and College Sports. D. Appleton 
& Co., New York. 

Dudley & Keller: Athletic Games for Women. Henry Holt 
& Co., New York. 

Handbooks of the Public School Athletic Leagues of New 
York, Baltimore, Newark, Buffalo, and other cities. American 
Sports Publishing Co., New York. 

Every teacher who can should read the chapter on High 
School Athletics, pp. 429-462, in Johnston’s The Modern High 
School. Scribn'er’s, New York. 

(2) Miscellaneous Games 

Bancroft: Games for the School, Home, and Gymnasium. 
Macmillan Co., New York. (A most excellent book.) 

Johnson: Education by Plays and Games. Ginn & Co., New 
York. 

Johnson: What to Do at Recess. Ginn & Co., New York. 

Bulletin on Play and Athletics. Published by State Depart¬ 
ment of Education of Virginia. Richmond. 

Stecher: Handbooks of Lessons in Physical Training and 
Games, three parts. McVey Publishing Co., 1229 Archer Street, 
Philadelphia. 

Kingsland: Book of Indoor and Outdoor Games. Double¬ 
day, Page Co., New York. 

Burchenal: 'Folk Dances and Singing Games. G. Schirmer, 
Publisher, New York. 

Angell: Play, comprising games for the kindergarten, school¬ 
room, and college. Little, Brown & Co., Boston. 

Cary: Plays and Games for Schools. Wisconsin Department 
of Public Instruction, Madison, Wis. A bulletin. 

State Department of Education of Virginia: Bulletin on 
Play and Rcreation. Richmond, Va. Especially valuable for 
rural schools. 


112 


University of Texas Bulletin 

(3) Play and Playgrounds 

The Playground, a monthly magazine. Published by the 
Playgrounds Association of America, No. 1 Madison Avenue, 
New York. 

Mero: American Playgrounds. The Dale Association, Bos¬ 
ton. (Invaluable.) 

Pamphlets published by the Playground Association of Amer¬ 
ica, 1 Madison Avenue, New York. 

The following manufacturers of playground apparatus will 
be glad to submit plans and prices for apparatus. 

A. G. Spalding, Chicopee, Mass. 

Leland & Leland: Playground Technique and Play craft. P. 
A. Bassette & Co., Springfield, Mass. This book and the one by 
Mero mentioned above are invaluable. 

Curtis: The Reorganized School Playground. Bulletin No. 
16 of 1912, U. S. Bureau of Education, Washington, D. C. 

Curtis: Play and Rcreation. Ginn & Co., Dallas. 

Miller: Plan for Organized Play in City Schools. Article 
in Education for March, 1912. 

Bliss: Organized Play. Article in School Board Journal for 
February, 1911. 

Kirkpatrick: Play as a Factor in Social and Educational 
Reform. Article in Review of Reviews for August, 1899. 

Play in Relation to Character. Article in Education, for 
March, 1899. 

Scudder: Recreation for Rural Communities. World Book 
Company. 

Fred Medart Mfg. Co., St. Louis. 

(4) Folk Dances and Games 

Crawford: Folk Dances and Games. A. S. Barnes & Co., 
New York. 

Lincoln: The Festival Book. A. S. Barnes & Co., New York. 

Hofer: Folk Dances and Games. The Dale Association, Bos¬ 
ton. 

Hofer: Children’s Singing Games, Old and-New. A. Flana¬ 
gan & Co., Chicago. 

Duryea: Dance Songs of the Nations. The Dale Association, 
Boston. 


Play and Athletics 113 

Crampton: The Folk Dance Book. A. S. Barnes & Co., New 
York. 


(5) Physical Education, Gymnastics, etc. 

Sargent: Physical Education. Ginn & Co. 

American Physical Education Review, a monthly magazine. 
Published by the Physical Education Association of America, 
Springfield, Mass. 

Gulick: Physical Education by Muscular Exercise. P. Blak- 
iston & Sons, 1012 Walnut Street, Philadelphia, 75 cents. 

No. 290. Spalding Athletic Library, Get Well, Keep Well. 

No. 149. Spalding Athletic Library, Care of the Body. 

No. 7R. Spalding Athletic Library, Physical Training Sim¬ 
plified. 

No. 208. Spalding Athletic Library, Physical Education and 
Hygiene. 

Tyler: Growth and Education. The Dale Association, Bos¬ 
ton. 

U. S. Government Printing Office: Gymnastic Drill Book for 
the U. S. Army. 

Article on Physical Education in the Cyclopedia of Educa¬ 
tion, Munro. Macmillan Co., Dallas. 

SUPPLY HOUSES FOR PLAYGROUND APPARATUS 

A. G. Spalding Co., Chicopee, Mass. 

Howard George Playground Supply House, Philadelphia, Pa. 

Narragansett Machine Co., Providence, R. I. 

Wilcox Silver Plate Co., Meriden, Conn. 

Everwear Mfg. Co., Sycamore St., Springfield, Ohio. 

American Playground Device and Swing Co., Terre Haute, 
Indiana. 

International Gymnasium Supply Co., Springfield, Mass. 

Health Merry-Go-Round Co., Quincy, Ill. 

Fred Medart Mfg. Co., St. Louis. 

DEALERS AND MAKERS OF ATHLETIC MEDALS AND BADGES 

The Whitehead & Hoag Co., Praetorian Building, Dallas. 

T. Hauseman & Sons, New Orleans, La. 


114 


University of Texas Bulletin 


C. A. Bryant & Co., Dallas. 

Jos. K. Davidson’s Sons, 715 Sanson St., Philadelphia, Pa. 
William C. Dorrety Mfg. Jeweler, 387 Washington St., Bos¬ 
ton, Mass. 

DEALERS IN ATHLETIC GOODS 

C. & S. Sporting Goods Co., Austin. 

A. G. Spalding Bros., Dallas. 







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